The Impact of Online Learning on the Sustainable Development of Saudi EFL Students' Self-Efficacy and Willingness to Communicate

Abstract

Drawing on Bandura's (1986) social cognitive theory (SCT), this study explores how online learning in Saudi higher education institutions effectively contributes to sustainable development, particularly to quality education. More specifically, this study is basically grounded on the postulation that online learning promotes sustainable academic development for Saudi EFL (English as a Foreign Language) students in terms of two learning constructs: self-efficacy (SE) and willingness to communicate (WTC). The main objectives of the study are (i) demonstrating how online learning contributes to the sustainable development of Saudi EFL students' self-efficacy and willingness to communicate and (ii) shedding light on the possibility of depending totally on a computerized type of learning that functions to reinforce much better sustainable learning outcomes. For collecting data and obtaining results, the study uses a mixed-method methodology represented by both quantitative and qualitative methods and manifested in a questionnaire and an interview. The study's participants are 158 EFL students and 10 EFL teachers who are affiliated with a Saudi university. Results reveal a strong correlation between online learning and self-efficacy and willingness to communicate, which indicates that online learning effectively contributes to the sustainable development of Saudi EFL students in terms of the two learning constructs. This, in turn, improves students' academic performance and further contributes to better learning outcomes. The study recommends further applications of technology-mediated learning and practical strategies to create a sustainable online learning environment and enhance students’ academic performance in the Saudi EFL context.