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A Tangled Web: Learner Autonomy as a Predictor of Learner Emotions, Willingness to Communicate and Academic Achievement in Online Language Learning

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Title: A Tangled Web: Learner Autonomy as a Predictor of Learner Emotions, Willingness to Communicate and Academic Achievement in Online Language Learning
Language: English
Authors: Elouise Botes (ORCID 0000-0003-4952-8386), Pia Resnik (ORCID 0000-0003-0948-9546), Sharona Moskowitz (ORCID 0000-0002-5456-2186), Jean-Marc Dewaele (ORCID 0000-0001-8480-0977), Sarah Mercer (ORCID 0000-0003-2558-8149), Samuel Greiff (ORCID 0000-0003-2900-3734)
Source: Language Teaching Research Quarterly. 2025 48:10-29.
Availability: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Students, English (Second Language), Second Language Learning, Personal Autonomy, Psychological Patterns, Student Attitudes, Language Attitudes, Academic Achievement, Electronic Learning, Prediction, Career and Technical Education, Foreign Countries
Geographic Terms: Austria
ISSN: 2667-6753
Abstract: Learner autonomy is widely acknowledged as playing a crucial role in successful language learning. However, less is known about how it functions and interacts with other key variables specifically in online settings where its role may potentially be even more significant. This study investigates the role of learner autonomy in learners' experience of positive and negative emotions, willingness to communicate (WTC), and their academic achievement in online English as a Foreign Language (EFL) classes at the secondary level. Data were collected from 490 learners in an Austrian vocational school during 29 online EFL lessons using a web survey. The data were analysed using structural equation modeling. The results revealed that the level of learner autonomy predicted both foreign language enjoyment (FLE) (positively) and foreign language classroom anxiety (FLCA) (negatively), as well as learners' WTC and grades (positively). Both positive and negative emotions predicted learners' academic achievement, but only FLCA negatively predicted WTC. A mediation analysis revealed that the relationship between learner autonomy and academic achievement is mediated by learner emotions, while its relationship with WTC is mediated by FLCA. Overall, the study demonstrates the value of learner autonomy in predicting language learning success, reflected in learners' grades and their readiness to communicate in the FL language.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1480024
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Academic Journal
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  Data: A Tangled Web: Learner Autonomy as a Predictor of Learner Emotions, Willingness to Communicate and Academic Achievement in Online Language Learning
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  Data: <searchLink fieldCode="AR" term="%22Elouise+Botes%22">Elouise Botes</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4952-8386">0000-0003-4952-8386</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pia+Resnik%22">Pia Resnik</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0948-9546">0000-0003-0948-9546</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sharona+Moskowitz%22">Sharona Moskowitz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5456-2186">0000-0002-5456-2186</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jean-Marc+Dewaele%22">Jean-Marc Dewaele</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8480-0977">0000-0001-8480-0977</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sarah+Mercer%22">Sarah Mercer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2558-8149">0000-0003-2558-8149</externalLink>)<br /><searchLink fieldCode="AR" term="%22Samuel+Greiff%22">Samuel Greiff</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2900-3734">0000-0003-2900-3734</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research+Quarterly%22"><i>Language Teaching Research Quarterly</i></searchLink>. 2025 48:10-29.
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  Data: European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
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  Data: 20
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Personal+Autonomy%22">Personal Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Attitudes%22">Language Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Austria%22">Austria</searchLink>
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  Data: 2667-6753
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  Data: Learner autonomy is widely acknowledged as playing a crucial role in successful language learning. However, less is known about how it functions and interacts with other key variables specifically in online settings where its role may potentially be even more significant. This study investigates the role of learner autonomy in learners' experience of positive and negative emotions, willingness to communicate (WTC), and their academic achievement in online English as a Foreign Language (EFL) classes at the secondary level. Data were collected from 490 learners in an Austrian vocational school during 29 online EFL lessons using a web survey. The data were analysed using structural equation modeling. The results revealed that the level of learner autonomy predicted both foreign language enjoyment (FLE) (positively) and foreign language classroom anxiety (FLCA) (negatively), as well as learners' WTC and grades (positively). Both positive and negative emotions predicted learners' academic achievement, but only FLCA negatively predicted WTC. A mediation analysis revealed that the relationship between learner autonomy and academic achievement is mediated by learner emotions, while its relationship with WTC is mediated by FLCA. Overall, the study demonstrates the value of learner autonomy in predicting language learning success, reflected in learners' grades and their readiness to communicate in the FL language.
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  Data: 2025
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      – Text: English
    PhysicalDescription:
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        PageCount: 20
        StartPage: 10
    Subjects:
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Personal Autonomy
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Language Attitudes
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Electronic Learning
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      – SubjectFull: Prediction
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      – SubjectFull: Career and Technical Education
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Austria
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      – TitleFull: A Tangled Web: Learner Autonomy as a Predictor of Learner Emotions, Willingness to Communicate and Academic Achievement in Online Language Learning
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