Main Article Content
Learning language online can be considered as an emergency for the Pandemic but the effectiveness of it has turned into a debated issue. It is believed that online education will provide unique advantages in the learning process (Appana, 2008, Shopova, 2014). This study aimed to examine the effectiveness of online English language learning among Iranian university students from learners’ perspective. It seems that for this issue, especially in Iran, minimal attention have been paid in the literature of the field. The participants included 210 university students completing a compulsory online English listening-speaking course for two semesters. Based on the students view, the participants were divided into two groups: satisfied online language students and unsatisfied online language students. Participants rated their use of online language learning strategies and their perceptions of affection in online learning. The main instrument was questionnaire. The results revealed that online language learning strategies (cognitive and management) were employed by satisfied online language students more significantly when compared to what unsatisfied online language students did. Regarding the affection and satisfaction in online learning, there was a significant difference in terms of perceptions. The use of management strategies in online learning had significant correlations with satisfaction among online English learners. The unsatisfied students were generally among those who complained that the administrators were uncooperative.
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