Teaching English Language

Teaching English Language

Online English Classes in Iran: Does Student Satisfaction Mediate the Relationship between Online Learning Self-Efficacy and Reading Comprehension?

Document Type : Original Article

Author
English Department, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran
10.22132/tel.2025.404683.1486
Abstract
The shift to online education in universities, driven by the COVID-19 pandemic, sparked interest in understanding the factors that affect student achievement in virtual classrooms. This study explored how online self-efficacy and satisfaction with courses are related to students' reading comprehension. To assess these relationships, the researcher utilized Moodle to distribute three instruments—the Course Satisfaction Questionnaire (Frey et al., 2003), the Online Learning Self-Efficacy Scale (Zimmerman & Kulikovich, 2016), and the TOEFL reading section—to a sample of 312 university students. Data was analyzed via Partial Least Squares Structural Equation Modeling (PLS-SEM). Results indicated that online learning self-efficacy has a 0.37% effect on reading comprehension when mediated by course satisfaction, with 0.30% of this being an indirect effect. This implies that while self-efficacy in online learning has a limited direct impact, course satisfaction substantially contributes to reading comprehension. The findings underscore the importance of course satisfaction in planning and implementing online courses. What distinguishes this research is its focus on the mediating role of course satisfaction in linking self-efficacy to academic performance, offering fresh perspectives on the mechanisms at play in digital learning settings. It should be noted that the data relied solely on students’ self-reported perceptions of their experiences in fully online classes.
Keywords

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Volume 20, Issue 1
January 2026
Pages 357-395

  • Receive Date 29 June 2023
  • Revise Date 08 July 2026
  • Accept Date 11 April 2025