Volume 7, Issue 4 (December 2025)
IEEPJ 2025, 7(4): 1-25 |
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Beikian A, Saadatmand A. (2025). Exploring the Relationship between Autonomy, Self-Efficacy, and Learning Experiences: A Study of Female Students in a Virtual ESP Course at an Iranian University. IEEPJ. 7(4), 1-25.
URL: http://ieepj.hormozgan.ac.ir/article-1-915-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-915-en.html
1- Assistant Professor of Translation Studies, English Language Department, Chabahar Maritime University, Chabahar, Iran , a_beikian@yahoo.co.uk
2- EFL PhD Candidate at Chabahar Maritime University, Chabahar, Iran
2- EFL PhD Candidate at Chabahar Maritime University, Chabahar, Iran
Abstract: (1444 Views)
Objective: The study aimed to examine the relationship between autonomy, self-efficacy, and learning experiences among female students enrolled in a virtual English for Specific Purposes (ESP) course at an Iranian university. It also sought to determine the extent to which autonomy and self-efficacy predict student engagement and academic success in an online learning environment.
Methods: A mixed-methods design was employed. Quantitative data were collected using standardized autonomy and self-efficacy questionnaires, while qualitative data were gathered through semi-structured interviews. The participants were fifteen female students aged 18–22, enrolled in the ESP course during the second semester of the 2023–2024 academic year.
Results: Quantitative findings showed strong positive correlations between autonomy, self-efficacy, and students’ learning experiences. Both autonomy and self-efficacy emerged as significant predictors of engagement and academic success, with autonomy exerting the strongest influence. Qualitative findings further highlighted those higher levels of autonomy and self-efficacy enhanced motivation, participation, and perceived learning outcomes in the virtual learning environment.
Conclusions: The study concludes that autonomy and self-efficacy play crucial roles in shaping positive learning experiences and academic performance in online ESP courses. Enhancing these constructs through intentional curriculum design, instructor preparation, and supportive technological tools can significantly improve learner engagement and success in virtual education settings.
Methods: A mixed-methods design was employed. Quantitative data were collected using standardized autonomy and self-efficacy questionnaires, while qualitative data were gathered through semi-structured interviews. The participants were fifteen female students aged 18–22, enrolled in the ESP course during the second semester of the 2023–2024 academic year.
Results: Quantitative findings showed strong positive correlations between autonomy, self-efficacy, and students’ learning experiences. Both autonomy and self-efficacy emerged as significant predictors of engagement and academic success, with autonomy exerting the strongest influence. Qualitative findings further highlighted those higher levels of autonomy and self-efficacy enhanced motivation, participation, and perceived learning outcomes in the virtual learning environment.
Conclusions: The study concludes that autonomy and self-efficacy play crucial roles in shaping positive learning experiences and academic performance in online ESP courses. Enhancing these constructs through intentional curriculum design, instructor preparation, and supportive technological tools can significantly improve learner engagement and success in virtual education settings.
Keywords: Autonomy, ESP, Iranian female students, Learning experiences, Self-efficacy, Virtual learning
Type of Study: Original |
Subject:
Educational Psychology
Received: 2024/07/25 | Accepted: 2025/03/4 | Published: 2025/12/1
Received: 2024/07/25 | Accepted: 2025/03/4 | Published: 2025/12/1
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