Is There a Relationship Between Environment on Behaviour and Cognitive Components in Online Learning to Learn French?

Saidah Ismail, Haslinda Md Isa, Norhayati Idris, Norliza Che Mustafa, Nik Nur Nadhirah Zakaria and Noor Hanim Rahmat
Additional contact information
Saidah Ismail: Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Shah Alam
Haslinda Md Isa: Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Shah Alam
Norhayati Idris: Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Shah Alam
Norliza Che Mustafa: Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Shah Alam
Nik Nur Nadhirah Zakaria: Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Shah Alam
Noor Hanim Rahmat: Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Shah Alam

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 2036-2048

Abstract: Have you ever wondered how students truly feel about learning from behind a screen—are they engaged, distracted, or simply going through the motions? Foreign language (FL) learners in Malaysia often struggle with low confidence and motivation in traditional classrooms. This study aimed to explore learners’ perceptions of the environmental, behavioral, and cognitive aspects of online learning. Online learning, also called e-learning, internet learning, or distance learning, delivers personalized and interactive content in real-time. A quantitative approach was used with 120 participants from a Malaysian public university. This quantitative study is done to explore motivation factors for learning among undergraduates. Data were collected through a 5-point Likert-scale survey based on [8]’s social cognitive theory and [22]’s presence construct. The survey has 4 sections. Section A has items on demographic profile. Section B has 6 items on learner-learner interaction. Section C has 8 items on learner-instructor interaction. Section D has 8 items on learner-to-content interaction. The study emphasizes the importance of peer collaboration and interaction in online learning. The instructor’s teaching style encourages active participation, supporting behaviorist principles. Reviewing content before sessions and using interactive activities help improve understanding. The findings suggest that instructors should improve their knowledge of educational technology and apply it in offline classes. Tailored collaborative activities can help achieve course goals and improve language skills. In conclusion, every teaching method has its strengths and weaknesses, depending on the situation. For this reason, problems like keeping learners motivated, engaged, and helping them understand why lessons matter must be addressed.

Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.rsisinternational.org/journals/ijriss/ ... ssue-3/2036-2048.pdf (application/pdf)
https://rsisinternational.org/journals/ijriss/arti ... ing-to-learn-french/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bcp:journl:v:9:y:2025:issue-3:p:2036-2048

Access Statistics for this article

International Journal of Research and Innovation in Social Science is currently edited by Dr. Nidhi Malhan

More articles in International Journal of Research and Innovation in Social Science from International Journal of Research and Innovation in Social Science (IJRISS)
Bibliographic data for series maintained by Dr. Pawan Verma ().