Affective Readiness and Instructor Mediation in Online EFL Learning: Evidence from Saudi Arabia

Abstract

This study explored the under-researched role of affective factors in digitally mediated language learning in Saudi EFL settings. It was based on Social Cognitive Theory and Control-Value Theory, using a convergent mixed-methods design involving 238 students of English as a Foreign Language (EFL). This included collecting reflective journals from 42 students and conducting interviews with 16 instructors. Results indicated that the learners had neutral to moderately positive affective orientations with significantly lower anxiety levels and increased engagement in speaking and listening activities, supported by the perceived safety of the online environment. Teacher immediacy and adaptive pedagogy, which were highlighted in the qualitative data, were essential for maintaining motivation. On the other hand, writing was the least engaging skill due to the lack of individualized evaluation and feedback. The study found that affective development is not only an outcome of online language learning but also a major factor that influences both engagement and perceived progress. It therefore necessitates the creation of emotionally responsive and learner-centered online pedagogies, enabled by professional training in instructors’ affective mediation strategies.