The Influence of Students’ Attitudes on Online English Language Learning

A Case at a Chinese University in China

Abstract

This study examines 6 sophomore English majors' attitudes toward learning English and reflects their learning strategies that come hand in hand with the attitudes. The study uses a combination of quantitative and qualitative methods to reveal Chinese college students' enthusiasm during COVID-19 epidemic in China. In terms of a quantitative inquiry, a questionnaire with three dimensions - cognitive, affective and behavioral is designed to garner an overall evaluation of attitudes from 50 sophomore English majors' students for the selection of participants and research themes. The qualitative data are teacher’s journals and semi-structured interviews. The results of this study show 4 positive and 3 negative attitudes affect the online English Language Learning. The 2 positive attitudes namely self-preparation and collaborative learning help students to work harder for class and encourage them to join with their friends in working on their assignments, reports, and projects. Then the other two: students’ curiosity of cultural English background and extensive readings motivate them to research into more English sources to support their learning such as more books and materials in the libraries and on the websites. On the contrary, the 3 negative attitudes toward the instability of the Internet, the dissatisfaction of teachers and materials make them tired of studying and thus, lose their motivation and attention in class. This incident needs teachers' facilitation and directive role to help them proceed with their language learning in the ‘new normal’ platform. The results of this study mentioned above are attributed to the institutions where the researchers work, to researchers in China and Thailand, and to the global learning community in the 21st century.