Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran

Abstract

With the emergence and dissemination of the COVID-19 pandemic and the transformation of education to online classes, it is important to explore the effects of online learning on EFL learners’ psychological factors in the Iranian EFL learners. Hence, this study aims to explore the effects of online learning on EFL learners’ motivation, anxiety, and attitude. For this purpose, using a convenience sampling method, a total of 293 upper-intermediate EFL learners at Iran Language Institute in Ahvaz, Iran, took the Oxford Quick Placement Test, and 200 EFL learners whose scores fell around the mean were selected and assigned randomly to an experimental group and a control group. The participants’ motivation, anxiety, and attitudes were measured before and after the treatments (lasting 10 one-hour sessions held once a week) using validated questionnaires. The collected data were analyzed through a one-way MANOVA test and a one-sample t-test. The findings evidenced that online learning positively affected the participants’ motivation, anxiety, and attitudes. That is, due to the online learning, their motivation increased, their anxiety lowered, and positive attitudes were shaped toward L2 learning. Finally, based on the findings, some implications are proposed.