During the COVID-19 outbreak, students had to cope with succeeding in video-conferencing classes susceptible to technical problems like choppy audio, frozen screens and poor Internet connection, leading to interrupted delivery of facial expressions and eye-contact. For these reasons, agentic engagement during video-conferencing became critical for successful learning outcomes. This study explores the mediating effect agentic engagement has on collaborative language learning orientations (CLLO) within an EFL video-conferencing course to understand better how interactions influence academic learning expectations. A total of 329 (Male = 132, Female = 197) students were recruited from four South Korean universities to participate in this questionnaire study. Data analysis was carried out using the statistical software packages SPSS, and a series of data screening procedures were carried out. Findings revealed that collaborative language learning orientations were a statistically significant predictor of academic learning expectations, but this relationship was fully mediated when agentic engagement was added to the model. Students with a propensity for social language learning strategies believe they will succeed; however, this relationship is explained by their propensity to interact with the instructor when video-conferencing. An assortment of learning activities should be provided to support both collaborative and individual learning orientations for academic success. Students with collaborative learning tendencies and a propensity to actively engage the instructor during video conference classes are active participants in the eLearning context, possibly leading to positive course expectations.

中文翻译：

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COVID-19 期间的在线参与：机构在协作学习方向和学习期望中的作用

在 COVID-19 爆发期间，学生不得不应对视频会议课程的成功，这些课程容易受到音频断断续续、屏幕冻结和互联网连接不良等技术问题的影响，导致面部表情和眼神交流中断。由于这些原因，视频会议期间的代理参与对于成功的学习成果至关重要。本研究探讨了代理参与对 EFL 视频会议课程中协作语言学习方向 (CLLO) 的中介作用，以更好地了解交互如何影响学术学习期望。共有来自四所韩国大学的 329 名（男 = 132，女 = 197）学生参加了这项问卷调查。使用统计软件包SPSS进行数据分析，并进行了一系列数据筛选程序。研究结果表明，协作语言学习方向是学术学习期望的统计显着预测因子，但当将代理参与添加到模型中时，这种关系得到了充分的调节。有社交语言学习策略倾向的学生相信他们会成功；然而，这种关系可以通过他们在视频会议时与讲师互动的倾向来解释。应提供各种学习活动，以支持协作和个人学习方向，以取得学业成功。具有协作学习倾向和在视频会议课程中积极参与教师的倾向的学生是电子学习环境中的积极参与者，