The impact of online course anxiety and student engagement on participation style in online language class
Main Article Content
Keywords
Behavioral engagement (BE), emotional engagement (EE), online course anxiety (OCA), participation style (PS), student engagement (SE)
Abstract
Online course anxiety (OCA) and its impact on learning outcomes and educational achievements are documented in the literature but problems that emerged in online language class following OCA are under-researched. This study determined the interplay of students' OCA and engagement in online language class on their participation style (PS). Findings revealed moderation of anxiety and moderation in participation style, and very true to me in student engagement . In terms of the correlation of the variables, participation style and emotional engagement were found to be statistically correlated. The paper concludes with insights into the consequences of OCA in online language class and offers recommendations to mitigate it by improving digital infrastructures and learning resources, as well as changing teachers' rigid teaching styles. The implications of this study can inform decisions of ASEAN Teacher Education Institutions related to the efficacy of online teaching practices and the learning outcomes of students.
References
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Fang, F., & Tang, X. (2021). The relationship between Chinese English major students' learning anxiety and enjoyment in an English language classroom: a positive psychology perspective. Frontiers in Psychology, 12, 705244.
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Munari, A. & Roshida, V. A. (2024). Student achievement with the implementation of the e-learning system: Anxiety associated with computers and apprehension of oral and written communications, Public Management and Accounting Review (PMAR), 5(1), pp 76-95.
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Pala, F.K. & Erdem, M. (2020). Development of a participation style scale for online instructional discussions. Education Technology Research Development, 68, 3213-3233 (2020).https://doi.org/10.1007/s11423-020-09817-x
Pelucio, L., Simões, P., Dourado, M. C. N., Quagliato, L. A., & Nardi, A. E. (2022). Depression and anxiety among online learning students during the COVID-19 pandemic: A cross-sectional survey in Rio de Janeiro, Brazil. BMC Psychology, 10(1). https://doi.org/10.1186/s40359-
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Peng, R., Wang, S., & Liu, N. (2024b). Factors influencing Chinese EFL students' online learning anxiety in the post-COVID-1 era. Heliyon, 10(4), e26112. https://doi.org/10.1016/j.heliyon.2024.e26112
Phanphech, P., Tanitteerapan, T., Mungkung, N., Arunrungrusmi, S., Chunkul, C., Songruk, A., Yuji, T., & Kinoshita, H. (2022). An analysis of student anxiety affecting online learning on conceptual applications in physics: Synchronous vs. asynchronous learning. Education Sciences, 12(4), 278. https://doi.org/10.3390/educsci12040278
Rahim, A., Yueh, L., Salleh, S., Mumin, M., Ibrahim, F., & Valdez, N. (2025). Evaluating mental health facilitation in Brunei's higher education: Student perspectives. Edelweiss Applied Science and Technology, 8(5), 1071-1090. https://doi.org/10.55214/25768484.v9i5.7087
Romadhana, N., Fitriyana, S. Ibnusantosa, R., Respati, T. (2021). Level of depression, anxiety, and stress of college students in Indonesia during Pandemic COVID 19. Global and Medical Health Communication 9(3): 226-232
Sang, Y., & Hiver, P. (2021). Engagement and companion constructs in language learning: Conceptualizing learners' involvement in the L2 classroom. In P. Hiver, A. H. Al-Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom (pp. 17-37). Clevedon, England: Multilingual Matters.
Sanudin, S. R., Rahmat, H., Din, M. a. C., & Akeb-Urai, N. (2022). The influence of extrovert and introvert personality types on the acceptance of virtual learning during the COVID-19 pandemic: A survey. F1000Research, 11(87). https://doi.org/10.12688/f1000research.73611.1
Suwathanpornkul, I., Sarnkhaowkhom, C., Tulmethakaan, M., Sakuntanak, P., & Charoensuk, O. (2023). Learning loss and psychosocial issues among Thai students amidst the COVID-19 pandemic: The perspectives of teachers in the online classroom. BMC Psychology, 11(1). https://doi.org/10.1186/s40359-023-01269-1
Wahab, S., & Iskandar, M. (2020). Teacher's performance to maintain students' learning enthusiasm in the online learning condition. JELITA, 1(2), 34-44. Retrieved from https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/63
Wang, Y., Zuo, M., He, X., & Wang, Z. (2025). Exploring students online learning behavioral engagement in university: Factors, academic performance, and their relationship. Behavioral Sciences, 15(78). https://doi.org/10.3390/bs15010078
Wang, H., Patterson, M. M., & Long, H. (2024). Student engagement in foreign language learning: Relations with classroom goal structure, self-efficacy, and gender. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1416095
Wei, H. (2024). English learning anxiety, learner engagement, and intervention strategies among Chinese undergraduates. Asia Pacific Journal of Management and Sustainable Development, 12(2) 143-154 https://asiapjournals.org/englishlearning-anxiety-learner-engagementand-intervention-strategies-amongchinese undergraduates/
World Health Organization (2018, November 9). Constitution of WHO: Principles. Retrieved from World Health Organization: www.who.int/about/mission/en/
Zhang, Q., & Phognsatha, T. (2024). The impact of hybrid learning mode on chinese language proficiency and engagement of international students: A study of chinese as a foreign language learning. Journal of Modern Learning Development, 9(12), 57-76. Retrieved from https://so06.tci-thaijo.org/index.php/jomld/article/view/274495
Zhang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102. https://doi.org/10.1016/j.asw.2018.02.004
Zhang, X., Huang, Y., & Liu, Y. (2022). Enhancing language task engagement in the instructed language classroom: Voices from Chinese English as a foreign language students and teachers. International Journal of Chinese Education, 11(2). https://doi.org/10.1177/2212585x221097718
Alla, L., Tamila, D., Neonila, K., & Tamara, G. (2020). Foreign language anxiety: Classroom vs distance learning. Universal Journal of Educational Research, 8(12), 6684-6691. https://doi.org/10.13189/ujer.2020.081233
Apridayani, A., Han, W., & Waluyo, B. (2023). Understanding students' self-regulated learning and anxiety in online English courses in higher education. Heliyon, 9(6), https://doi.org/10.1016/j.heliyon.2023.e17469
Chang, J., Yuan, Y., & Wang, D. (2020). Mental health status and its influencing factors among college students during the epidemic of COVID-19. Journal of Southern Medical University, 40, 171-176.
Dubovi, I. (2022). Cognitive and emotional engagement while learning with VR: The perspective of multimodal methodology. Computers & Education, 183. https://doi.org/10.1016/j.compedu.2022.104495
Efriana, L. (2021). Problems of online learning during the COVID-19 pandemic in EFL classroom and the solution. JELITA: Journal of English Language Teaching and Literature, 2(1), 38-47. https://jurnal.umbarru.ac.id/index.php/jelita/article/view/74t
Fabito, B. S., Trillanes, A. O., & Sarmiento, J. R. (2021). Barriers and challenges of computing students in an online learning environment: Insights from one private university in the Philippines. International Journal of Computing Sciences Research, 5(1), 441-458. doi: 10.25147/ijcsr.2017.001.1.51
Fallon, G. (2011). Making the connection: Moore's theory of transactional distance and its relevance to the use of a virtual classroom in post-graduate in online teacher education. Journal of Research on Technology in Education. 87-209. https://eric.ed.gov/?id=EJ918904
Fang, F., & Tang, X. (2021). The relationship between Chinese English major students' learning anxiety and enjoyment in an English language classroom: a positive psychology perspective. Frontiers in Psychology, 12, 705244.
Giossos, Y., Koutsouba, M., Lionarakis, A., & Skavantzos, K. (2009). Reconsidering Moore's transactional distance theory. The European Journal of Open, Distance and, E-Learning, 2009(2), 1-6. https://files.eric.ed.gov/fulltext/EJ911768.pdf
Heng, K. & Sol, K. (2021). Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. Cambodian Journal of Educational Research. 1(1), 3-16. https://doi.org/10.62037/cjer.2021.01.01.02
Hiver, P., Zhou, S., Tahmouresi, S., Sang, Y., Papi, M. (2020). Why stories matter Exploring learner engagement and metacognition through narratives of the L2 learning experience. System, 91. https://doi.org/10.1016/j.system.2020.102260
Hiver, P., Al-Hoorie, A., Vitta, J., & Wu, J. (2024). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research 28(1) 201-230. https://doi.org/10.1177/13621688211001289
Hoi, V. N., & Hang, H. L. (2022). Student engagement in the Facebook learning environment: A person-centred study Journal of Educational Computing Research, 60(1), 170-195. https://doi.org/10.1177/07356331211030158
Mercer, S. (2019). Language learner engagement: Setting the scene. In: X. Gao (Ed.), Second Handbook of English Language Teaching. Springer International Handbooks of Education. Springer. https://doi.org/10.1007/978-3-030-02899-240
Moore, M. (1997). Theory of transactional distance. In D. Keegan (Ed.), Theoretical principles of distance education (pp. 22-38). Routledge.
Munari, A. & Roshida, V. A. (2024). Student achievement with the implementation of the e-learning system: Anxiety associated with computers and apprehension of oral and written communications, Public Management and Accounting Review (PMAR), 5(1), pp 76-95.
Nashruddin, N., Alam, F. A., & Tanasy, N. (2020). Perceptions of teacher and students on the use of e-mail as a medium
in distance learning. Berumpun: International Journal of Social, Politics, and Humanities, 3(2), 182-194. https://doi.org/10.33019/berumpun.v3i2.40
Nuypukiaw, S. & Chompurach, W. (2023). Onsite and online classroom activities and Thai EFL learners' language anxiety before and during the COVID-19 pandemic. English Language Teaching, 16(10). https://doi.org/10.5539/elt.v16n10p21
Pala, F.K. & Erdem, M. (2020). Development of a participation style scale for online instructional discussions. Education Technology Research Development, 68, 3213-3233 (2020).https://doi.org/10.1007/s11423-020-09817-x
Pelucio, L., Simões, P., Dourado, M. C. N., Quagliato, L. A., & Nardi, A. E. (2022). Depression and anxiety among online learning students during the COVID-19 pandemic: A cross-sectional survey in Rio de Janeiro, Brazil. BMC Psychology, 10(1). https://doi.org/10.1186/s40359-
022-00897-3
Peng, R., Wang, S., & Liu, N. (2024b). Factors influencing Chinese EFL students' online learning anxiety in the post-COVID-1 era. Heliyon, 10(4), e26112. https://doi.org/10.1016/j.heliyon.2024.e26112
Phanphech, P., Tanitteerapan, T., Mungkung, N., Arunrungrusmi, S., Chunkul, C., Songruk, A., Yuji, T., & Kinoshita, H. (2022). An analysis of student anxiety affecting online learning on conceptual applications in physics: Synchronous vs. asynchronous learning. Education Sciences, 12(4), 278. https://doi.org/10.3390/educsci12040278
Rahim, A., Yueh, L., Salleh, S., Mumin, M., Ibrahim, F., & Valdez, N. (2025). Evaluating mental health facilitation in Brunei's higher education: Student perspectives. Edelweiss Applied Science and Technology, 8(5), 1071-1090. https://doi.org/10.55214/25768484.v9i5.7087
Romadhana, N., Fitriyana, S. Ibnusantosa, R., Respati, T. (2021). Level of depression, anxiety, and stress of college students in Indonesia during Pandemic COVID 19. Global and Medical Health Communication 9(3): 226-232
Sang, Y., & Hiver, P. (2021). Engagement and companion constructs in language learning: Conceptualizing learners' involvement in the L2 classroom. In P. Hiver, A. H. Al-Hoorie, & S. Mercer (Eds.), Student engagement in the language classroom (pp. 17-37). Clevedon, England: Multilingual Matters.
Sanudin, S. R., Rahmat, H., Din, M. a. C., & Akeb-Urai, N. (2022). The influence of extrovert and introvert personality types on the acceptance of virtual learning during the COVID-19 pandemic: A survey. F1000Research, 11(87). https://doi.org/10.12688/f1000research.73611.1
Suwathanpornkul, I., Sarnkhaowkhom, C., Tulmethakaan, M., Sakuntanak, P., & Charoensuk, O. (2023). Learning loss and psychosocial issues among Thai students amidst the COVID-19 pandemic: The perspectives of teachers in the online classroom. BMC Psychology, 11(1). https://doi.org/10.1186/s40359-023-01269-1
Wahab, S., & Iskandar, M. (2020). Teacher's performance to maintain students' learning enthusiasm in the online learning condition. JELITA, 1(2), 34-44. Retrieved from https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/63
Wang, Y., Zuo, M., He, X., & Wang, Z. (2025). Exploring students online learning behavioral engagement in university: Factors, academic performance, and their relationship. Behavioral Sciences, 15(78). https://doi.org/10.3390/bs15010078
Wang, H., Patterson, M. M., & Long, H. (2024). Student engagement in foreign language learning: Relations with classroom goal structure, self-efficacy, and gender. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1416095
Wei, H. (2024). English learning anxiety, learner engagement, and intervention strategies among Chinese undergraduates. Asia Pacific Journal of Management and Sustainable Development, 12(2) 143-154 https://asiapjournals.org/englishlearning-anxiety-learner-engagementand-intervention-strategies-amongchinese undergraduates/
World Health Organization (2018, November 9). Constitution of WHO: Principles. Retrieved from World Health Organization: www.who.int/about/mission/en/
Zhang, Q., & Phognsatha, T. (2024). The impact of hybrid learning mode on chinese language proficiency and engagement of international students: A study of chinese as a foreign language learning. Journal of Modern Learning Development, 9(12), 57-76. Retrieved from https://so06.tci-thaijo.org/index.php/jomld/article/view/274495
Zhang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102. https://doi.org/10.1016/j.asw.2018.02.004
Zhang, X., Huang, Y., & Liu, Y. (2022). Enhancing language task engagement in the instructed language classroom: Voices from Chinese English as a foreign language students and teachers. International Journal of Chinese Education, 11(2). https://doi.org/10.1177/2212585x221097718
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Published
Nov 7, 2025
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How to Cite
Peña, K. (2025). The impact of online course anxiety and student engagement on participation style in online language class. AsTEN Journal of Teacher Education. https://doi.org/10.56278/asten.vi.3324
Section
Section 1: Research Articles and Research Briefs
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