Internal and external factors during online English learning: Gender and proficiency level differences

This study aims to examine the significant statistical differences between gender and English level regarding self-regulation, motivation, test anxiety, and classroom climate. A quantitative study was conducted, adopting a descriptive and non-experimental research design with a sample of 542 college students. The findings indicate that women use self-regulation strategies for task achievement to a greater degree than men. Moreover, they possess higher levels of extrinsic motivation and show a greater level of test anxiety. A1 and A2 levels tend to use self-regulation strategies for time management, whereas B1 displays a higher degree of motivation. The A2 level prefers and favors student cohesion, boosting classroom climate. The differences found in this study are considered a starting point to understand how these variables operate in language learning under the synchronous online flipped learning approach.

Keywords:
Flipped classroom; online learning; self-regulation; university students; motivation