Interaction as a Predicator for EFL Undergraduate University Students’ Satisfaction With Online English Language Courses

Abstract

As online learning becomes widespread in education field especially higher education, researchers showed great interest in identifying factors that affect students’ satisfaction with online courses. This study aimed at examining EFL undergraduate students’ satisfaction with online English courses in Jordanian universities. More specifically, it aims at investigating the role of interaction as a predicator for EFL students’ satisfaction with online English language courses. It is a quantitative approach. The researchers collected data by administering an online Microsoft Teams form to 189 undergraduate EFL students. One hundred and twelve responded to the five-Likert scale questionnaire. The accepted forms are 105. By applying the statistical method of SPSS, regression findings showed that the four-predictor variables (student-content interaction, student-instructor interaction, student-student interaction and student-technology interaction) affect positively students’ satisfaction with online English language courses. The study found that student-technology interaction and student-instructor interaction were the strongest and most significant predictors of student satisfaction with online English language courses. Moreover, findings showed statistically significant differences for the effect of students' interaction on students' satisfaction due to the students’ past online learning experience. This study helps the university instructors to understand the factors that contribute to the students’ satisfaction, which ultimately lead to an effective online learning. It also builds on the findings of previous studies that necessitate the need for much attention to two types of interaction: student-student and student-content.