Deciphering the correlation between virtual learning and Saudi EFL majors' affective-cognitive variables: a social cognitive-theoretic perspective

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Abstract
With the rapid evolution of virtual learning, teaching and learning practices worldwide have greatly changed, and the correlation between virtual learning and affective-cognitive variables (ACVs) is context-bound. This study seeks to fulfill in part this research gap by offering insights into the extent to which virtual learning is associated with the ACVs of Saudi EFL majors at the university level in relation to four psychological learning constructs: learning autonomy (LA), self-efficacy (SE), willingness to communicate (WTC), and motivation (M). The study draws on social cognitive theory (SCT), which postulates that the ACVs of learners shift dynamically through intricate relationships between the virtual learning environment, learners' beliefs, and communicative interaction. Quantitative and qualitative methods are employed to gather data from 200 EFL university students and 12 EFL instructors from one Saudi university. This paper has four main findings pertaining to the Saudi EFL context. First, there is a significant relationship between virtual learning, learners' beliefs, and the ACVs among Saudi EFL majors. Second, there is a positive correlation between virtual learning and willingness to communicate in low-anxiety virtual settings, particularly in asynchronous and small-group communicative contexts. Third, motivation is positively correlated with the teacher's presence, interactivity, and feedback. Fourth, a significant relationship is found among virtual learning, learners' beliefs, and their communicative behavior. Because this study is Saudi EFL context-oriented, its findings cannot be generalized across different cultural, linguistic, and educational settings.

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