Exploring Relationships between Learner Readiness and Dialogue in Online English Language Courses at Al al-Bayt University
DOI:
https://doi.org/10.59759/educational.v5i2.1523Keywords:
Conversational Artificial Intelligence, ChatGPT, Career Ambition, Vocational Education (BTEC).Abstract
Learners’ readiness is necessary for the experiences and actions learners will practice in the online learning to be realized. In social constructivism, dialogue as a series of interactions enhance knowledge acquisition. Therefore, this study aimed to explore the relationships of online learners’ readiness and dialogue. Data were collected from learners’ participation in English language course (101) in academic year 2020-2021second semester. 992 students from 35 online sections made up of the population. The sample, which consisted of four sections with 293 learners and an 89% return rate (261 returned), was selected at random. The data were analyzed using Smart PLS 3.0 to test the hypothesizes influence of Learners’ readiness construct on dialogue in online learning. The results provided confirmation of a five-dimension measurement model for Learners’ readiness and provided confirmation of a three-dimension measurement model for dialogue, moreover, the findings indicate that Readiness (R) positively and significantly affects Dialogue (D): (β = 0.757, t = 16.283, p <.01). This research provides administrators of Al al-Bayt University with feedback regarding the importance of learners’ readiness in online learning to maximize their Dialogue to learn English language courses effectively.
Keywords: Learners’ Readiness, Dialogue, Self-efficacy, Self-directed learning, ability to use computer and internet, Computer and Internet Self-Efficacy, Learner-Content Interaction, Learner-Learner, Learner-Instructor Interaction.
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