Abstract
The ever-increasing emergence of online courses has affected students’ learning outcomes as well as their participation in and satisfaction with the courses. As a result, exploring the factors which influence students’ online course satisfaction might be exigent. As an attempt to fill this lacuna, the purpose of this study was to test a model of online course satisfaction in which online learning self-efficacy and online learning climate served as the variables affecting online course satisfaction in the English as a Foreign Language (EFL) context. For this aim, 186 Iranian intermediate EFL learners took part in an online survey. Structural equation modelling was utilized to analyze the structural model of online course satisfaction. The data analysis showed that although both online learning self-efficacy and online learning climate significantly predicted online course satisfaction, online learning climate was a stronger predictor. In addition, it was revealed that the online learning climate had a small substantial influence on online course satisfaction. The outcomes of this study are useful for online EFL practitioners.
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