Furthermore, English learning through blended learning has become vital during the COVID-19 pandemic ( Adedoyin and Soykan, 2020). In most countries wherein English is a non-native language, it has become a key area for learning along with their native language ( Tsui and Tollefson, 2017). Moreover, this study provided some useful, practical implications, and future research directions.Įnglish language learning outcomes (ELLO) are very critical components of academic progress ( Bai and Wang, 2020). Additionally, self-concept and self-imagination along with the intervening role of self-efficacy, play a more effective role in improving ELLO. We can conclude that self-concept, self-imagination, and self-efficacy are the main predictors of ELLO in blended learning courses during the pandemic. Thus, self-efficacy was indicated to play a mediating role between self-concept, self-imagination and ELLO. Looking at indirect influences, self-concept and self-imagination, positive and significant, influence ELLO through self-efficacy. The outcomes of the present study indicated a direct, positive, and significant connection of self-concept, self-imagination, and self-efficacy with ELLO. The relationship among the variables was measured through SmartPLS-SEM 3.3.3 (partial least squares structural equation modeling).
#Smartpls 3 bootstrapping gives code#
We distributed the questionnaire through QR code and collected the data from 2,517 participants who enrolled in blended learning courses at the undergraduate level in Chinese universities. A survey questionnaire of 21 items was used in this study. Furthermore, this study examined the mediating role of self-efficacy in the relationship between self-concept, self-imagination, and ELLO. The purpose of the present study was to explore the direct influence of self-concept and self-imagination on English language learning outcomes (ELLO).
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