1.
Problem statement
The rapid advancement of educational technology has significantly
transformed higher education by expanding digital teaching and learning
practices (Bond et al., 2018; Zawacki-Richter, 2021). Together with the
widespread adoption of online and blended learning, particularly during and
after the COVID-19 pandemic, universities around the world have increasingly
shifted from traditional face-to-face instruction to flexible online and blended
learning models (Hodges et al., 2020; Bozkurt et al., 2020; Graham, 2013).
Although online learning offers considerable flexibility and accessibility
(Means et al., 2013), English as a Foreign Language (EFL) learners continue to
encounter substantial challenges because successful language acquisition relies
heavily on interaction, communication, and timely feedback (Long, 1996; Gass
& Mackey, 2015; Hattie & Timperley, 2007). In online learning environments,
learners frequently experience technological barriers (Adedoyin & Soykan,
2020), limited interaction with instructors and peers (Moore, 1989; Martin &
Bolliger, 2018), low learning motivation (Hartnett, 2016), and difficulties in
self-regulated learning (Zimmerman, 2002; Broadbent & Poon, 2015). These
challenges may reduce learners’ engagement (Fredricks et al., 2004) and
ultimately hinder language learning effectiveness (Hrastinski, 2009).
To cope with these difficulties, EFL learners often develop various
adaptation strategies that enable them to manage online learning demands and
sustain their learning progress (Martin et al., 2020; Kahu & Nelson, 2018).
Although previous studies have extensively documented the challenges
experienced by EFL learners in online learning environments (Adedoyin &
Soykan, 2020; Dhawan, 2020), they have primarily focused on identifying
learning difficulties rather than explaining how learners adapt to online
learning and the specific adaptation strategies they employ. This research gap
becomes increasingly important in the post-pandemic era, where online and
blended learning have become a sustainable component of higher education
(Bozkurt et al., 2022). Therefore, a deeper understanding of EFL learners’
adaptation processes is essential for improving learner engagement and
supporting successful language learning in online environments.
2. Research aims and questions
a) Research Aims
This study aims to explore the challenges and adaptations of EFL
learners in transitioning to online language learning. Specifically, the study
seeks to identify the major difficulties that EFL learners experience during the
shift from face-to-face to online learning, including technological,
psychological, interactional, and learning-related challenges. It also aims to
investigate the strategies and adjustments that learners use to adapt to online
language learning [Link] findings are expected to provide useful
insights for teachers and educational institutions in supporting EFL learners
more effectively in online learning contexts.
b) Questions
1. What challenges do EFL learners encounter when transitioning from
face-to-face learning to online language learning?
2. What actions and strategies do EFL learners use to cope with the
challenges of online language learning?
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