Non-Traditional Language Learners: Exploring The Factors Affecting Engagement In Online Learning At A University Level In Saudi Arabia
Abstract
The most significant disruption to education systems in living memory was caused by the covid
pandemic (Hussein et al., 2020). E-learning before the Covid pandemic has become an attractive
approach to students with different characteristics as non-traditional learners. They study
alongside full or part-time work, have family commitments, or are older learners. Studies report
diverse findings about the motivation and engagement of this student body (Alshebou, 2019;
Arjomandi et al., 2018; Gately et al., 2017, Novotný et al., 2019 Rothes et al., 2017; Sánchez-
Gelabert et al.,2020). Due to a scarcity of non-traditional students’ motivation studies (Rothes et
al., 2017) and engagement studies (Rabourn et al., 2018), this qualitative case study aims to
understand non-traditional language learners’ motivation and engagement in online learning
during uncertain times, Covid pandemic. Researchers have acknowledged the connection
between motivation and engagement (Finn & Zimmer, 2012; Skinner& Pitzer, 2012) and declare
that learners' motivation affects the quality of their engagement (Lawson & Lawson,
2013; Lawson & Masyn, 2015). As a result, this study aims to fill gaps and employ a motivational
framework that has not been used in L2 studies: Maehr's (1984) Personal Investment Theory (PIT)
to pave the way to understanding participants' motivation (goals and self) and exploring how
language learners engage following Redmond et al. (2018) engagement model in online
learning. The participants were six female students who studied foundation level at a Saudi
university and adopted a blended pedagogical approach. Due to the worldwide shift to online
learning, those learners in this academic year were unique in being the only learners who
experienced solo online learning at the university. Data sources include surveys, engagement self-
report, interviews, observation, and blackboard analytics.
The findings reflected that the lockdown situation tended to exacerbate a number of the existing
inequalities apparent in OL which affected learners’ learning motivation and engagement
experience. The motivation framework supports understanding the learners' goals and sense of
self. The findings showed that the participants had multiple goals while learning in the research
context. In addition, many contextual factors impacted their self-views. The analysis of the non-
traditional five engagement dimensions for the engagement model stressed the interplay of these
dimensions (cognitive, behavioural, emotional, social, and collaborative) in language learners'
experiences in online learning. At the cognitive level, online learning affected students'
comprehension and enhanced learners' self-regulation skills. The approach also impacted
participants at the behavioural level regarding their participation, focus and careful listening,
persistence, and self-working on activities. Mixed emotions were evident in the participants'
emotional engagement during their online learning experiences. To communicate effectively in
the online learning environments, the participants created a social community that enables them
to engage socially with classmates and collaborate to support one another's learning. This helped
them have a sense of belonging in the online community. The findings showed contextual factors
influencing non-traditional language learners in online learning in this specific context. While self-
efficacy was the central theme in the internal factors, the teacher was the critical factor in the
institutional factors that affected student engagement in online learning.
Description
Keywords
non-traditional language learner, covid-19, e-learning, motivation, engagement