The Effects of Computer Anxiety and Self-Efficacy on L2 Learners' Self-Perceived Digital Competence and Satisfaction in Higher Education

Autor/in	Katsarou, Eirene
Titel	The Effects of Computer Anxiety and Self-Efficacy on L2 Learners' Self-Perceived Digital Competence and Satisfaction in Higher Education
Quelle	In: Journal of Education and e-Learning Research, 8 (2021) 2, S.158-172 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Katsarou, Eirene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-0169
Schlagwörter	Anxiety; Computer Attitudes; Computer Literacy; Second Language Learning; English for Special Purposes; Second Language Instruction; Agricultural Education; Forestry; Student Satisfaction; Undergraduate Students; Young Adults; Electronic Learning; Blended Learning; Student Participation; Self Efficacy; Predictor Variables; Gender Differences; Foreign Countries; Greece + Suchen Sie Ihr Suchwort? Angst; Computerkenntnisse; Zweitsprachenerwerb; Fremdsprachenunterricht; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Forstwissenschaft; Waldwirtschaft; Young adult; Junger Erwachsener; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Self-efficacy; Selbstwirksamkeit; Prädiktor; Geschlechterkonflikt; Ausland; Griechenland
Abstract	Low computer anxiety (CA) and high computer self-efficacy (CSE) levels are important affective factors that promote students' academic success in the current digital era. In an effort to understand their role in successful and effective participation in online learning environments for language learning purposes, the study investigated their effect on 331 undergraduate L2 learners' self-reported assessments of their digital literacy skills and on the level of satisfaction they express with the online component of their English for Specific Purposes course in higher education in Greece. Data were gathered via four survey questionnaires that elicited relevant information on participants' digital literacy level, learner satisfaction, computer anxiety and self-efficacy respectively. Statistical analysis of the results revealed an overall adequate level of students' digital literacy skills and a high level of satisfaction with all aspects of the online module of the blended learning course. Females reported a lower level of CA and a higher level of CSE. CA was found to be the strongest predictor of learners' digital literacy skills assessments and CSE of learner satisfaction perceptions, resulting in overall higher IT use and positive attitudes to the course. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01