Work

A Tangled Web: Learner Autonomy as a Predictor of Learner Emotions, Willingness to Communicate and Academic Achievement in Online Language Learning

Year: 2025

Type: article

Abstract: Learner autonomy is widely acknowledged as playing a crucial role in successful language learning. However, less is known about how it functions and interacts with other key variables specifically in online settings where its role may potentially be even more significant. This study investigates the role of learner autonomy in learners’ experience of positive and negative emotions, willingness to communicate (WTC), and their academic achievement in online English as a Foreign Language (EFL) classes at the secondary level. Data were collected from 490 learners in an Austrian vocational school during 29 online EFL lessons using a web survey. The data were analysed using structural equation modeling. The results revealed that the level of learner autonomy predicted both foreign language enjoyment (FLE) (positively) and foreign language classroom anxiety (FLCA) (negatively), as well as learners’ WTC and grades (positively). Both positive and negative emotions predicted learners’ academic achievement, but only FLCA negatively predicted WTC. A mediation analysis revealed that the relationship between learner autonomy and academic achievement is mediated by learner emotions, while its relationship with WTC is mediated by FLCA. Overall, the study demonstrates the value of learner autonomy in predicting language learning success, reflected in learners’ grades and their readiness to communicate in the FL language.

Source: Language Teaching Research Quarterly

DOI: 10.32038/ltrq.2025.48.02

Authors: Elouise Botes, Pia Resnik, Sharona Moskowitz, Jean-Marc Dewaele, Sarah Mercer, Samuel Greiff