Uncovering the state of academic motivation, achievement emotion, self- confidence, and achievement goals in online/offline language instruction

Abstract

In recent years, the rapid shift to online learning has transformed the educational landscape, raising critical questions about its impact on students' academic and psychological development. Traditional offline instruction, while structured and familiar, may not fully address the unique challenges and opportunities presented by virtual learning environments. With the increasing popularity of online education, it is crucial to examine its effects on students' academic motivation, achievement emotions, self-confidence, and achievement goals. This study aimed to investigate the state of academic motivation, achievement emotions, self-confidence, and achievement goals among EFL (English as a Foreign Language) learners in both online and offline language instruction settings. Data were gathered from 227 Chinese EFL students who participated in either online or offline language courses. A quantitative research approach was employed, using validated questionnaires to measure the students' self-confidence, achievement emotions, motivation, and achievement goals. The results of independent t-tests and MANCOVA tests showed significant differences between the online and offline teaching modes. Specifically, the students in the online learning environment demonstrated higher levels of self-confidence, motivation, and achievement emotions and goals compared to those in the offline environment. These findings underscore the importance of creating flexible teaching methods that cater to the unique needs of both online and offline learning environments. Teachers should consider integrating elements from both modes to optimize learning experiences and support students' academic and psychological development in diverse instructional contexts.