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Sustainable Development of University EFL Learners’ Engagement, Satisfaction, and Self-Efficacy in Online Learning Environments: Chinese Experiences

Author

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  • Jiying Han

    (School of Foreign Languages and Literature, Shandong University, Jinan 250100, China)

  • Xiaohui Geng

    (School of Foreign Languages and Literature, Shandong University, Jinan 250100, China)

  • Qinxiang Wang

    (School of Foreign Languages and Literature, Shandong University, Jinan 250100, China)

Abstract

This study investigated the sustainable development of university EFL learners regarding their engagement, satisfaction, and self-efficacy in online learning environments during the outbreak of COVID-19. In a questionnaire survey with a sample of 428 Chinese undergraduate EFL learners, the students reported a favorable view of online learning environments and subjective learning outcomes. Behavioral engagement was positively related to involvement. Emotional engagement was positively related to student cohesiveness and negatively related to teacher support. Satisfaction was not related to any of the learning environment factors. Self-efficacy mediated the effect of student cohesiveness and student involvement on behavioral engagement, emotional engagement, and satisfaction. These results of the study have implications for creating a sustainable online learning environment and promoting EFL learners’ sustainable development.

Suggested Citation

  • Jiying Han & Xiaohui Geng & Qinxiang Wang, 2021. "Sustainable Development of University EFL Learners’ Engagement, Satisfaction, and Self-Efficacy in Online Learning Environments: Chinese Experiences," Sustainability, MDPI, vol. 13(21), pages 1-14, October.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:21:p:11655-:d:661837
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    References listed on IDEAS

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    Cited by:

    1. Jingwei Fan & Mei Tian, 2024. "Satisfaction with Online Chinese Learning among International Students in China: A Study Based on the fsQCA Method," Sustainability, MDPI, vol. 16(3), pages 1-18, January.
    2. Xiaoqi Wang & Lianghong Hui & Xin Jiang & Yuhan Chen, 2022. "Online English Learning Engagement among Digital Natives: The Mediating Role of Self-Regulation," Sustainability, MDPI, vol. 14(23), pages 1-21, November.
    3. Jie Zeng & Yi Qin & Yu Zong & Tengfei Zhao, 2023. "The influence of learning strategies and the environment on Chinese L3 English learners’ motivation to learn phonetic symbols: The mediating role of self-efficacy," PLOS ONE, Public Library of Science, vol. 18(10), pages 1-21, October.
    4. Nurul Kamalia Yusuf & Nor Faezah Kaeni, 2025. "The Roles of Social Environment in Adult Women’s English Learning: A Phenomenological Study of Kampung Inggris, Pare, East Jawa, Indonesia," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 3376-3384, May.
    5. Yuntao Zeng & Qiuxia Lu & Matthew P. Wallace & Yawei Guo & Chun-Wai Fan & Xiaofei Chen, 2022. "Understanding Sustainable Development of English Vocabulary Acquisition: Evidence from Chinese EFL Learners," Sustainability, MDPI, vol. 14(11), pages 1-17, May.
    6. Zhigang Li & Yalin Yang, 2023. "Determinants of College Students’ Online Fragmented Learning Effect: An Analysis of Teaching Courses on Scientific Research Software on the Bilibili Platform," Sustainability, MDPI, vol. 15(22), pages 1-16, November.
    7. Annchen Mielmann, 2021. "Being Innovative in Running an Online Food Research Project in Consumer Sciences during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(24), pages 1-22, December.

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