EFL learners’ attitudes, motivations, and beliefs in Egyptian online learning environments

Abstract

Abstract This study, utilizing a mixed-methods approach, examined the attitudes, motivations, and beliefs of university teachers of EFL college students in online English learning environments. It found that language e-learning practices positively correlated with students' attitudes and motivations. The study also found that learners' beliefs about language learning in e-learning settings significantly influenced teachers' use of technology. The findings emphasize the importance of integrating language e-pedagogy in English education, integrating e-learning and e-teaching technologies, and addressing the motivational component of language e-learning.