The Effect of Students' Engagement on Their Learning Achievement in EFL Online Courses: A Structural Equation Modelling Approach

Sultan Hammad Alshammari and Oqab Alrashidi
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Sultan Hammad Alshammari: Department of Educational Technology, College of Education, University of Ha'il, Saudi Arabia
Oqab Alrashidi: College of Education, University of Ha'il, Saudi Arabia

International Journal of Online Pedagogy and Course Design (IJOPCD), 2024, vol. 14, issue 1, 1-18

Abstract: Engagement is an essential aspect of students' success in learning. Even though students' engagement with learning has been widely investigated, the level of learners' online engagement and the relationship between learners' online engagement and their achievement, especially in the English as a foreign language (EFL) context, using a learning management system (i.e. Blackboard), remains unexplored. To fill that gap, this study examines the effects of learner engagement, using its three dimensions (behavioural, emotional, and cognitive), on students' achievement in learning EFL in online courses. In total, 189 college students participated in the study. Data was analysed using the second-generation analysis technique structural equation modelling (SEM) to examine the relationships among constructs and test the hypothesis. Results revealed that students' engagement significantly affected their achievement in learning EFL in an online environment.

Date: 2024
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