When Language Learning Suddenly Becomes Online: Analyzing English as Second Language Learners’ (ELLs) Attitude and Technological Competence

Abstract

As COVID-19 pandemic disrupted every aspect of humanity, worldwide lockdown has placed a heavy toll on the education sector that resulted in the shift from the traditional face-to-face activities to online learning modality. Since the massive closure of educational institutions worldwide, a number of studies have explored teachers’ technological competence and attitude towards online learning. Yet, such line of research that focuses on leaners themselves seem lacking. Using the Attitude towards Online Learning Questionnaire (AOLQ) and Javier’s (2020) Technological Competence Tool (TCT), this quantitative study aims to determine the technological competence and attitude towards online learning of 1,408 college students with no prior experience as regards the new mode of teaching and learning. It also explored significant difference on respondents’ technological competence and attitude towards online learning when they are grouped according to gender. Finally, it examines the relationship between technological competence and attitudes to online learning. Results reveal that respondents exhibited ‘somehow positive attitude’ towards online learning, and ‘somehow competent’ level of technological competence. Further, no significant difference has been established on technological competence and attitude towards online learning when respondents were grouped according to gender. Finally, attitude towards online learning has been found to be significantly related with technological competence.

Keywords: online learning, technological competence, attitude, gender