Perceived Student Readiness and Its Role in Language Teachers’ Evolving Willingness to Teach Online

Datos Bibliográficos

ID22043357
AutoresYi Xu (0000-0002-9555-6145, University of Pittsburgh, autor de correspondencia), Li Jin (0000-0001-9201-2321, DePaul University), Elizabeth Deifell (0000-0003-2274-1443, Appalachian State University)
Año2025
Volumen15
Número12
Páginas1675
Fecha de publicación2025-12-12
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15121675
OpenAlexW4417272585
IdiomaEN
Referencias citadas21

This study explores the perceptions of U.S. college-level language teachers regarding students’ readiness for online language learning. Drawing on a sequential explanatory mixed-methods approach, quantitative data were collected from 309 language teachers via an online survey, and qualitative data were collected from follow-up interviews with 21 respondents. The study identifies three key components of perceived student readiness: access and technological competence, self-responsibility, and use of support for online learning. In response to concerns regarding students’ responsibility, teachers reported that they employed strategies aimed at building trust and promoting student ownership of the language learning process. The findings also highlight the interplay between perceived student readiness and teachers’ self-confidence and their perceived value of online language teaching. Further, perceived student readiness shaped teachers’ increased willingness to adopt online and hybrid language teaching in the future

Language acquisition · Online discussion · Online learning · Perception · Qualitative property · Qualitative research · Willingness to communicate · EFL/ESL Teaching and Learning · Online and Blended Learning · Technology-Enhanced Education Studies

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