Student Engagement and Motivation in Online English Language Courses at the Tertiary Level

Abstract

This paper explores the details of the nature, extent and antecedents of student engagement and motivation in online English language courses at the tertiary level and their implications to performance and satisfaction. Given that there has been a massive transition to online education especially due to the current COVID-19 educational disruptions, then flexibility and ease of the courses cannot be overemphasized.  In this study, the population of interest was tertiary–level students taking English courses online; 200 participants completed the survey, and 30 individuals were interviewed, whose age, gender, degree level, and prior learning mode were heterogeneous. To integrate the quantitative findings, survey tools (Student Engagement Scale (SES) and the Motivated Strategies for Learning Questionnaire (MSLQ)) with qualitative data from semi-structured interviews were employed. The data analysis used hypotheses testing including ANOVA and correlation analysis, as well as MANCOVA, coupled with thematic analysis of the qualitative data. Based on Self-Determination Theory (SDT) and the Community of Inquiry (CoI) model, the study focuses on the constructs of autonomy, competence, and relatedness in motivation and on cognitive, social, and teaching presence in online learning. The outcomes in the study indicate that instructors’ feedback as well as course and peer interaction influence cognitive, emotional, and behavioral engagement while the last one was proved to be the most observable. Interest and satisfaction are intrinsic to the system and grade and career opportunities are extrinsic and it was found that the overall level of participation depends on intrinsic factors but echo correlation is strong for both motivations. Other external variables include age and course experience; more mature students coupled with students with prior online experience it was noted that self-regulation and locomotion were high. The result therefore was that gender had no effect on the level of engagement or motivation. Difficulties likely to hinder learning include technical issues and loneliness were mentioned as hindering student engagement and interest in learning. The findings of this study confirm the usefulness of informative course design addressing the creation of multimedia activities, constructive instructor feedback, and meaningful peer interaction as elements facilitating the learners’ engagement and motivation. It is recommended that institutions offer students and staff training in preparing for modules as far as gaps in prior experience and feelings of loneliness can be addressed, the online learning experience can be made much friendlier.