The role of student engagement, foreign language motivation, and foreign language anxiety on foreign language achievement in online and hybrid education systems

The purpose of this study is to explore student engagement, foreign language motivation, and foreign language anxiety levels of EFL learners who studied in online and hybrid education systems in EFL classrooms during the pandemic. The study also aims to identify the significant differences in the levels of EFL learners' student engagement, foreign language motivation, and foreign language anxiety when analysed by education mode, gender, and university type. Additionally, it aims to explain the causal relationship between foreign language achievement and the research variables. Finally, it aims to gain a deeper understanding of student engagement, foreign language motivation, and foreign language anxiety by gathering the opinions of both the EFL instructors and the EFL learners who experienced these two education modes, online and hybrid, during the pandemic. The quantitative data were collected through a questionnaire consisting of three scales, and the qualitative data were gathered through in-person interviews, open-ended questionnaires, and focus group interviews. In total, 489 participants (469 EFL learners and 20 EFL instructors) took part in this study. The quantitative findings of this study revealed that foreign language anxiety was a strong and negative predictor of foreign language achievement in online and hybrid education periods. The qualitative findings obtained from the opinions of EFL instructors and EFL learners regarding student engagement, foreign language motivation and foreign language anxiety were compared and contrasted with the findings gained from the quantitative data of this study.