Table 7 Integration of quantitative and qualitative findings on e-learning experiences.
Quantitative finding | Qualitative theme(s) | Representative quote(s) | Explanation of connection |
|---|---|---|---|
Technological self-efficacy significantly predicted overall satisfaction (β = 0.45, p < 0.001). | Positive Attitudes and Engagement; Technological Confidence | “I find that using online dictionaries and grammar resources really helps me to understand new vocabulary and grammar rules.” “I’m confident using the online platform.” | The qualitative data show how technological self-efficacy translates into positive experiences. Learners who feel confident using technology actively utilize online resources, leading to greater satisfaction. |
Intrinsic motivation did not significantly predict overall satisfaction (β = 0.12, p = 0.23). | Intrinsic Motivation and Perseverance; Goal Setting | “I’m really committed to improving my English because I want to study abroad in the future. I believe that if I work hard, I can achieve my goals.” | While not a direct predictor of satisfaction, intrinsic motivation drives engagement with learning strategies. The qualitative data show how learners’ personal goals and aspirations fuel their effort and persistence. |
Contextual factors significantly predicted overall satisfaction (β = 0.38, p < 0.001). | Clear Structure & Design; Regular Feedback; Peer Interaction | “I really appreciate how the course is structured…It makes it much easier for me to stay on track.” “I like how there are quizzes…It helps me to see what I’ve learned.” “The online forum is great…to discuss ideas.” | The qualitative themes reveal which contextual factors are most important and why. Clear structure, regular feedback, and peer interaction provide support and enhance the learning experience, leading to greater satisfaction. |
Positive correlation between TSE and e-learning strategy use (r = 0.68, p < 0.001) | Cognitive; Vocabulary Acquisition; Utilizing online tools, Grammar Rules; Online resources | Utilizing online dictionaries and resources for vocabulary acquisition “I find that using online dictionaries and grammar resources really helps me to understand new vocabulary and grammar rules” | Technological self-efficacy and contextual factors were associated, where learners showed greater confidence and perceived support. This created a conducive environment for the active utilization of e-learning strategies, as demonstrated by the use of digital tools for vocabulary and grammar practice. |
Positive correlation Contextual Factors & E-Learning Strategy Use (0.48, <0.001) | Social-Affective; Collaboration; Online Discussion | “The online forum is great! It’s a place where we can discuss our ideas, ask questions, and get feedback from other students. It’s really helpful to learn from other perspectives and see how others are approaching the material.” | Learners showed a clear preference for utilizing contextual resources and e-learning strategies. This highlighted their confidence in leveraging digital platforms and engaging with supportive learning environments, which collectively contributed to a more interactive and effective learning experience. |
