INSTITUTE OF EDUCATION AND TEACHER TRAINING

BSED ENGLISH PROGRAM

LANGUAGE EDUCATION RESEARCH

Gladys A. Mesiona February 7, 2022
EDE-2

Task 1. Research on language education

Look for research related to language education or an allied field. The research
must have been published within five years. With that research, identify the following:

Research Title Learners’ beliefs about language-learning abilities in face-to-face &

online settings

Author/s Munassir Alhamami

Date of This study was published on 04 September 2019 by the International
publication/publis Journal of Educational Technology in Higher Education 
her
Research questions Researchers can better understand learners' behaviors and expectations
by investigating and comprehending their ideas about their skills in
FLL and OLL environments. Given the considerable influence of
beliefs based on the findings of published research, comparing learners'
beliefs in both learning settings will help to explain the disparity
between learners' performance and attitudes toward language
acquisition in both learning contexts. Given the strong influence of
beliefs on student achievement [based on the body of published
research on the issue], comparing and contrasting learner beliefs in the
two types of learning settings would help us understand the subject
better.

1. Based on Ajzen’s PBC construct, what are the important factors

that influence language learners’ beliefs about their ability to
attend FLL and OLL classes according to the students’ views,
and based on these views, what are the five most important
factors that can predict the learners’ PBC?
2. Based on the results of the qualitative data and quantitative
analysis, can Ajzen’s PBC concept help language researchers to
elicit, understand and predict language learners’ beliefs in FLL
and OLL classes?
3. Based on Ajzen’s PBC concept, what are the differences
 between language learners’ beliefs in FLL and OLL classes?

Theoretical Base To elicit and explore language learners' beliefs, this study used Ajzen's
/conceptual PBC idea, or "the sense of self-efficacy or capacity to do the activity of
framework
interest" (Ajzen, 2005, p. 118). Ajzen (2002) distinguished the PBC
concept from others with comparable meanings, such as self-efficacy
and locus of control. PBC, according to Ajzen (2002, p. 680), is
"composed of two components: self-efficacy (dealing mostly with the
ease or difficulty of completing a behavior) and controllability (the
amount to which performance is up to the actor)." PBC is thought to be
regulated by the whole set of accessible control determinants,
analogous to the expectancy-value model of attitude (i.e., beliefs about
the presence of factors that may facilitate or impede the performance of
the behavior). According to Ajzen (2006), control beliefs are connected
to the perceived presence of circumstances that may promote or inhibit
behavior performance. The dominating perceived behavioral control is
governed by these control beliefs, in conjunction with the perceived
potency of each control aspect. In particular, the perceived potency of
each control factor to impede or assist behavior performance
contributes to PBC in direct proportion to the person's subjective
probability that the control factor is present. The purpose of this study is
to investigate students' PBC, or sense of self-efficacy, in terms of
attending and learning from face-to-face and online EFL sessions. PBC
denotes the whole set of available control determinants in this
investigation (i.e., beliefs about the presence of factors that may
facilitate or impede the attendance of face-to-face and online EFL
lessons).

Methods This study takes place in the context of an intense EFL curriculum at a
Saudi institution. For students majoring in engineering, mathematics, or
sciences, the curriculum includes four courses: reading, writing,
listening, and grammar. Students in the program are largely from Saudi
Arabia and speak Arabic as their first language. They are between the
ages of 19 and 25. They are all male, according to Saudi Arabia's sex-
segregated public education system at all levels. The program teachers'
biographical information varies, including their countries, mother
languages, and educational histories. Algeria, Bangladesh, the United
Kingdom, Canada, Egypt, India, Jordan, Pakistan, Romania, Saudi
Arabia, South Africa, Sudan, Syria, the United States, and Yemen are
 among them.
Major findings The FLL group's PBC direct mean results show that participants had
favorable perceptions about their abilities to attend and acquire foreign
languages in face-to-face situations. According to the t-test results,
individuals in this situation prefer to study English in person. PBC
views regarding online English learning were unfavourable among the
participants. This finding might be explained by qualitative data
indicating that the participants are not very comfortable with totally
online language learning. Although the pupils have been attending EFL
classes since elementary school, new technology has not been heavily
integrated throughout those years. This finding suggests that hybrid
learning should be used before transitioning to entirely online learning.
Blended learning will assist students in becoming acquainted with
online learning and increasing their positive PBC views about studying
languages online. Language instructors can give completely OLL
sessions after learners establish very favorable PBC beliefs in blended
language learning. Blended learning would make the transition to FLL
courses smoother and would boost their positive PBC views about
learning languages online. As students build more favorable PBC
beliefs in blended language learning, language educators will be able to
fully provide OLL sessions with less student opposition.

The findings of this study indicate that mixed-methods approaches

should be used to explore language learners' motivation. The adoption
of an MMR design aids in the clarification of language-learning
challenges. This empirical data is required to resist administrative
pressure to move EFL classrooms online and to take learners'
backgrounds into account when designing new curriculum. Some
educators want empirical data to help them reject other faculty
members and/or administrators who want to extend the usage of online
EFL programs for financial or other reasons unrelated to academic
learning results. This research will contribute to the advancement of
academic knowledge and assist efforts to ensure that courses are
constructed in a way that best benefits students.
References (your Alhamami, M. Learners’ beliefs about language-learning abilities in
source of the face-to-face & online settings. Int J Educ Technol High Educ 16, 31
information, not
the references used
(2019). https://doi.org/10.1186/s41239-019-0162-1 retrieved from
in the study) https://educationaltechnologyjournal.springeropen.com/articles/
10.1186/s41239-019-0162-1#citeas