• Soheil Atashian

  Author

• Ibrahim Al-Rawahi

  Author

Since online learning gained absolute significance throughout the Pandemic, the effects of this mode of learning and teaching has been in the limelight. Employing a quantitative research method, an online questionnaire was used along with in-depth interviews via Google Meet. This study aims at investigating University of Nizwa (UoN) English as a Foreign Language (EFL) students’ perception of their motivation upon being exposed to the online mode of teaching and learning. Fifty English Education and Translation students of various academic years at the UoN have responded to a questionnaire conducted online via Google Forms using ARCS model by Keller (2000) in order to examine their motivation during online learning. This model evaluates students' motivation from different dimensions: cognitive and behavioral, and it is linked to the learning content, teaching approaches, learning environment, and the cognition of the students. Furthermore, six EFL learners were interviewed to deeply discuss their motivation when experiencing online learning. The findings of this result have depicted that students' motivation has been relatively negative, i.e. students have shown lack of attention, relevance, confidence and satisfaction toward online learning. Moreover, the study illustrates that the conditions of internet have played a role in making online learning demotivating.

• PDF