抄録
The purpose of this study is to investigate the differences of high school English language learners’
perceptions between the online classes conducted during the Covid-19 pandemic and regular face-to-
face classes. Both a 5-point Likert scale questionnaire (for quantitative analysis) and open-ended
questionnaire (for qualitative analysis) surveys were administered to 141 high school English
learners. The results of the quantitative analysis showed that there were no significant differences
in “autonomy needs satisfaction (attitudes toward the L2 teacher)”, but “attitudes toward the course”,
“linguistic self-confidence”, “L2-classroom anxiety”, “competence needs fulfillment” and
“relatedness needs fulfillment” were evaluated statistically lower in online classes. A qualitative
analysis of learners’ perceptions revealed that there were some positive factors in online classes,
such as increased awareness of their autonomous learning and ease of communication with the L2
teachers. On the other hand, it also revealed challenges such as inadequate understanding of the
learning content and as well as lack of interaction and collaborative learning opportunities among
learners.
