Online learning has become an important avenue for college students to learn English in the digital era. Therefore, this project investigates the current status of college students’ online English learning, explores the influencing factors, and provide empirical evidence and corresponding suggestions for improving the effectiveness of college students’ online English learning. In this project, random sampling was used to collect research samples across the country. The participants were college students from grades 1 to 4, including both humanities and science students, with a large and diverse sample size. Descriptive analysis, correlation analysis, and regression analysis were conducted using statistical analysis software SPSS. Results showed that variables such as teaching resources, instructional organizers, teaching activities, teaching evaluation and teaching conditions were significantly correlated with the learning effect of college students online learning (p<0.01). Results also revealed the most important influencing factor was the instructional organizer (β = 0.408). The present findings suggest the learning outcomes of college students’ online learning may be the result of multiple factors. Teachers might enhance the effectiveness of college students’ online learning by strengthening teacher-student interaction, providing instructional feedback, and other aspects.

Anqi Wang. Factors Affecting the Online Learning : A Case Study of ESL College Students. Frontiers in Educational Research (2023) Vol. 6, Issue 24: 45-50. https://doi.org/10.25236/FER.2023.062408.

[1] Aguerrebere, C., Cabeza, S. G., Kaplan, G., Marconi, C., Cobo, C., & Bulger, M. (2018). Exploring feedback interactions in online learning environments for secondary education. In CEUR Workshop Proceedings (Vol. 2231, pp. 1-10).

[2] Al Fadda, H. (2019). The Relationship between Self-Regulations and Online Learning in an ESL Blended Learning Context. English Language Teaching, 12(6), 87-93.

[3] Basilaia, G., & Kvavadze, D. (2020). Transition to online education in schools during a SARS-CoV-2 coronavirus (COVID-19) pandemic in Georgia. Pedagogical Research, 5(4). 

[4] Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian journal of distance education, 15(1), i-vi. 

[5] Devisakti, A., & Ramayah, T. (2019). E-Learning Usage Outcomes among University Learners: A Pilot Study. Journal of Education and e-learning Research, 6(3), 149-155.

[6] Eom, S. B., & Ashill, N. J. (2018). A system’s view of E-learning success model. Decision Sciences Journal of Innovative Education, 16(1), 42–76.

[7] Garratt-Reed, D., Roberts, L. D., & Heritage, B. (2016). Grades, student satisfaction and retention in online and face-to-face introductory psychology units: A test of equivalency theory. Frontiers in psychology, 7, 673.

[8] Goh, C., Leong, C., Kasmin, K., Hii, P., & Tan, O. (2017). Students’ experiences, learning outcomes and satisfaction in e-learning. Journal of E-learning and Knowledge Society, 13(2).

[9] Gonzalez, T., De La Rubia, M. A., Hincz, K. P., Comas-Lopez, M., Subirats, L., Fort, S., & Sacha, G. M. (2020). Influence of COVID-19 confinement on students’ performance in higher education. PloS one, 15(10), e0239490.

[10] Gumasing, M. J. J., & Castro, F. M. F. (2023). Determining ergonomic appraisal factors affecting the learning motivation and academic performance of students during online classes. Sustainability, 15(3), 1970.

[11] Hammond, D. E., & Shoemaker, C. (2014). Are there differences in academic and social integration of College of Agriculture Master’s students in campus based, online and mixed programs? NACTA Journal, 58(3), 180–188

[12] Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.

[13] Kang, M., & Im, T. (2013). Factors of learner–instructor interaction which predict perceived learning outcomes in online learning environment. Journal of Computer Assisted Learning, 29(3), 292-301.

[14] Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23.

[15] Ladyshewsky, R. (2013). Instructor presence in online courses and student satisfaction. The International Journal for the Scholarship of Teaching and Learning, 7(1), 1-23. 

[16] Lee, S. J., & Huang, K. (2018). Online interactions and social presence in online learning. Journal of Interactive Learning Research, 29(1), 113-128.

[17] Liu, N., & Pu, Q. (2023). Factors influencing learners’ continuance intention toward one-to-one online learning. Interactive Learning Environments, 31(3), 1742-1763.

[18] Muljana, P. S., & Luo, T. (2019). Factors contributing to student retention in online learning and recommended strategies for improvement: A systematic literature review. Journal of Information Technology Education: Research, 18. 

[19] Rodrigues, H., Almeida, F., Figueiredo, V., & Lopes, S. L. (2019). Tracking e-learning through published papers: A systematic review. Computers & Education, 136, 87-98.

[20] Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. British Journal of Educational Technology, 41(5), 706-720.

[21] Santos, J., De Jesus, L. F., Sealmoy, R. R., & Fajardo, R. R. C. (2021). Online distance learning amidst COVID-19. IJERI: International Journal of Educational Research and Innovation, (15), 291-304.

[22] Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of research on Technology in Education, 42(2), 123-149. 

[23] Shah, M., & Cheng, M. (2019). Exploring factors impacting student engagement in open access courses. Open Learning: The Journal of Open, Distance and e-Learning, 34(2), 187-202.

[24] Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The internet and higher education, 7(1), 59-70.

[25] Stephenson, J. (Ed.). (2018). Teaching & learning online: new pedagogies for new technologies. Routledge.

[26] Ursachi, G., Horodnic, I. A., & Zait, A. (2015). How reliable are measurement scales? External factors with indirect influence on reliability estimators. Procedia Economics and Finance, 20, 679-686.

[27] Van der Kleij, F. M., Feskens, R. C., & Eggen, T. J. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. Review of educational research, 85(4), 475-511.