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Artículo • Rev. bras. linguist. apl. 24 (2) • 2024 • https://doi.org/10.1590/1984-6398202418620   copy

English learning in the covid-19 pandemic: cognitive, affective and classroom environment

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

This study sought to examine the relationships among self-regulation, motivation, anxiety towards assessment and online English environment through a structural equation modeling. A non- experimental study with a quantitative ex post facto, cross-sectional and explanatory approach was employed, based on a sample of 542 university students. A positive covariance between self-regulation (SR) and classroom environment (CE), was found. SR positively exerts a positive effect on online English learning motivation (OELM). It was also found that CE positively influences on OELM. In addition, results showed that OELM negatively impacts on online anxiety tests. Empirical data constitute a starting point to understand the way these variables interact each other in an online English learning context.

KEYWORDS:
Self-regulation; communicative competence; evaluation; motivation; pandemic

Faculdade de Letras - Universidade Federal de Minas Gerais Universidade Federal de Minas Gerais - Faculdade de Letras, Av. Antônio Carlos, 6627 4º. Andar/4036, 31270-901 Belo Horizonte/ MG/ Brasil, Tel.: (55 31) 3409-6044, Fax: (55 31) 3409-5120 - Belo Horizonte - MG - Brazil
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