Prolonged Online Learning: An Exploratory Mixed-Methods Study on EFL Learners’ Needs and Need Satisfaction

Online learning: needs and need satisfaction

Abstract

In the face of the COVID-19 pandemic, English programs were switched to online regardless of learners’ wishes in several regions. In such a challenging circumstance, learners’ needs should be specially attended to. Situated within the framework of Self-Determination Theory, the current study explores the fundamental needs of relatedness, competence, and autonomy of EFL (English as a foreign language) learners and the satisfaction of those needs in fully online learning. The study draws upon qualitative data collected from focus groups (seven students), and quantitative data collected from a survey (183 students). Findings indicate strong teacher support in fields other than autonomy and relatedness. Also, students were highly satisfied with both their technological and academic competence but were neither happy with the in-classroom communication nor provided space for autonomy. Based on the findings, implications to enhance learners’ need satisfaction in prolonged post-pandemic online learning are discussed.