The purpose of this study was to investigate the effect of college students’ satisfaction with online classes and their English self-efficacy on their academic performance for TOEIC-related English subjects. In order to build satisfactory online classes, video lectures were produced based on meticulous teaching plans, and detailed feedback was provided to the students as soon as possible. In addition to the regular online classes, real-time online classes were conducted with two sessions of YouTube Live before the midterms(based on the feedback from Week 2 to Week 6) and before the finals(based on the feedback from Week 7 to Week 13) to compensate for the difficulties of online interactions between the professor and the students. The class contents of the YouTube Live were made upon the TOEIC questions that students got often wrong or students thought important in their assignments as well as detailed information about the exams. Two series of online surveys were carried out as Google Forms though the online link. The students were generally satisfied with their online classes, and students with a high English self-efficacy had a high level of performance. Changes in English self-efficacy and some variables on online class satisfaction were statistically proven. Online class satisfaction, English self-efficacy, and students' academic performance showed a positive correlation with each other.
- 주제 : 어문학분야 > 영어학
- 발행기관 : 한국멀티미디어언어교육학회
- 간행물 : Multimedia-Assisted Language Learning, 24권 4호