Aldhahi, M. I., Alqahtani, A. S., Baattaiah, B. A., & Al-Mohammed, H. I. (2022). Exploring the relationship between students' learning satisfaction and self-efficacy during the emergency transition to remote learning amid the coronavirus pandemic: A cross-sectional study. Education and Information Technologies, 27(1), 1323-1340. https://doi.org/10.1007/s10639-021-10644-7
Alhamami, M. (2018). Beliefs about and intention to learn a foreign language in face-to-face and online settings. Computer Assisted Language Learning, 31:1-2, 90-113. https://doi.org/10.1080/09588221.2017.1387154
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021). Faculty’s and Students’ Perceptions of Online Learning During COVID-19. Front. Educ. 6, 638470. doi:10.3389/feduc.2021.638470
Alvarez-Risco, A., Del-Aguila-Arcentales, S., Rosen, M. A., & Yanez, J. A. (2022). Social Cognitive Theory to Assess the Intention to participate in the Facebook Metaverse by citizens in Peru during the COVID-19 pandemic. Journal of Open Innovation: Technology, Market, and Complexity, 8(3), 142. https://doi.org/10.339/joitmc8030142
Alzahrani, L., & Seth, K. P. (2021). Factors influencing students’ satisfaction with continuous use of learning management systems during the COVID-19 pandemic: An empirical study. Educ Inf Technol 26, 6787–6805. https://doi.org/10.1007/s10639-021-10492-5
Baczek, M., Zaganczyk-Baczek, M., Szpringer, M., Jaroszynski, A., & Wozakowska-Kaplon, B. (2021). Students' perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7), e24821. https://doi.org/10.1097/MD.0000000000024821
Bailey D. R., Rakushin-Lee A. (2021). Confidence is everything: The mediating effects of self-efficacy on task value and social media participation. TESL-EJ, 24, 1–15. https://www.tesl-ej.org/wordpress/volume24/ej96/ej96a4/
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall.
Che Soh, M., Puteh, F., Mahmud, M. B., Abdul Rahim, M., Soegiono, A. G., & Rahmat, N. M. (2022). Investigating the Source of Motivation for Online Learning. International Journal of Academic Research in Business and Social Sciences, 12(1), 2189–2208. http://dx.doi.org/10.6007/IJARBSS/v12-i1/11411
Dinh, L. P., & Nguyen, T. T. (2022). Convenient and Comfortable, yet Limited in Many Ways: Advantages and Disadvantages of Online Learning During the COVID-19 Pandemic from Perspectives of Social Work Students in Vietnam. Asia Pacific Journal of Social Work and Development, 1-9. https://doi.org/10.1080/02185385.2022.2131615
Fandino, E. F. G., Munoz, L. D., & Velandia, S. A. J. (2019). Motivation and E-Learning English as a Foreign Language: A Qualitative Study. Heliyon, 5 (9), 1– 7. https://doi.org/10.1016/j.heliyon.2019.e02394
Fowler, S. (2018). The Motivation to learn Online Questionnaire. Doctor of Philosophy Dissertation. Graduate Faculty, The University of Georgia. Retrieved from https://getd.libs.uga.edu/pdfs/fowler_kevin_s_201805_phd.pdf
Hattie, J. A., Hodis, F. A., & Kang, S. H. (2020). Theories of motivation: Integration and ways forward. Contemporary Educational Psychology, 61, 101865.
https://www.semantic.org/paper/Theories-of-motivation/%3A-Integration-and-ways-Hattie-Hodis/7fd71b46988cf5a401f4534e67cfd0d07a6329e3
Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and youth services review, 119, 105699.
https://doi.org/10.1016/j.childyouth.2020.105699
Ismail, M., Che Mat, B., & Ali, H. M. S. (2022). Readiness for Online Learning Among Foreign Language Undergraduates in a Private University in Malaysia. Asian Journal Of University Education, 18(2), 397-405. https://doi.org/10.24191/ajue.v18i2.17994
Jackson, S. L. (2015). Research methods and Statistics-A Critical Thinking Approach (5tH Edition). Boston, USA:: Cengage Learning.
Juhana, J. (2012). Psychological factors that hinder students from speaking in English class (A case study in a senior high school in South Tangerang, Banten, Indonesia). Journal of Education and Practice, 3(12), 100-110.
https://www.iiste.org/Journals/index.php/JEP/article/view/2887/2913
Kasuma, S. A. A., Akhiar, A., Haron, H., Fesal, S. N. H. S., & Kadir, N. F. A. (2021). University students’ perceptions of motivation, attitude, and self-efficacy in online English language learning. Pertanika Journal of Social Science and Humanities, 29 (4), 2763-2784. https://doi.org/ 10.47836/pjssh.29.4.36
Khau, Anh & Thach, La. (2021). Motivation in Foreign Language Classrooms at Tertiary Level: A Case Study. Vietnam Journal of Education, 5, 43-51. 10.52296/vje.2021.72. : https://www.researchgate.net/publication/352845206_Motivation_in_Foreign_Language_Classrooms_at_Tertiary_Level_A_Case_Study
Lim, J. R. N., Rosenthal, S., Sim, Y. J. M., Lim, Z. Y., & Oh, K. R. (2021). Making online learning more satisfying: the effects of online-learning self-efficacy, social presence and content structure. Technology, Pedagogy and Education, 30(4), 543-556. DOI:
10.1080/1475939X.2021.1934102
Luszczynska, A., & Schwarzer, R. (2020). Changing behavior using social cognitive theory. In M. S. Hagger, L. D. Cameron, K. Hamilton, N. Hankonen, & T. Lintunen (Eds.), The handbook of behavior change (pp. 32–45). Cambridge University Press. https://doi.org /10.1017/9781108677318.003
Melendy, G. (2008). Motivating writers: The power of choice. The Asian EFL Journal, 10(3), 187-198. Retrieved from http://www.asian-efl-journal.com/September_08_gm.php
Pasaribu, Arsen. (2022). Students’ Motivation in English Learning amid Covid-19 Pandemic: A Systemic Functional Linguistics Perspective. AL-ISHLAH: Jurnal Pendidikan. 14, 1553-1562. https://doi.org/10.35445/alishlah.v14i2.1824.
Rahmat, N. H. (2018). Educational Psychology : A Tool for Language Research. PEOPLE: International Journal of Social Sciences, 4(2), 655-668. http://dx.doi.org/10.20319/pijss.2018.42.655668
Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. M. Ryan (Ed.), The Oxford Handbook of human motivation (pp. 13-27). Oxford, UK: Oxford University Press.
Schunk, D., & DiBenedetto, M.K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. http://dx.doi.org/10.1016/j. cedpsych.2019.101832
Sokman, Y., Azizan, N., Othman, A. K., Musa, M. H., Aziz, A. A., & Sakkanayok, K. (2022). Exploring Online Environment: The Case For Social Cognitive Theory. International Journal of Academic Research in Business and Social Sciences, 12(9), 1352 – 1371. http://dx.doi.org/10.6007/IJARBSS/v12-i9/14761
Tang, Y., Tseng, H., & Tang, X. (2022). The impact of information-seeking self-efficacy and online learning self-efficacy on students' performance proficiency. The Journal of Academic Librarianship, 48, 102584. https://doi.org/10.1016/j.acalib.2022.102584
Thamri, T., Hasan, C. D., Rina, N., Gani, H. M., Gani, H. M., & Miranda, M. A. (2022). Advantages and Disadvantages of Online Learning During the COVID-19 Pandemic: The Perceptions of Students at Bung Hatta University. KnE Social Sciences, 7(6), 329–338. https://doi.org/10.18502/kss.v7i6.10636
Yong, E. (2022). Influences of Academic Self-Efficacy, Academic Procrastination and Digital Literacy for Online Learning. In Proceedings of the 6th International Conference on Education and Multimedia Technology (pp. 190-194). 10.1145/3551708.3551722.
Yuhanna, I., Alexander, A., & Kachik, A. (2020). Advantages and disadvantages of Online Learning. Journal Educational Verkenning, 1(2), 13-19.
https://doi.org/10.48173/jev.v1i2.54
Zanne, S. H., Amali, N. A. K., Rahmat, N. H., Bakar, M. H. A., & Mustafa, N. C. (2022). Investigating Online Presence in The French Online Classroom. International Journal of Academic Research in Business and Social Sciences, 12(3), 56–70. http://dx.doi.org/10.6007/IJARBSS/v12-i3/12314