Students’ Perceptions towards Learning English Online via Zoom: with Special Reference to Young Learners in an Urban Context

Abstract

The COVID-19 pandemic disrupted traditional education globally, prompting a rapid shift to online learning. In Sri Lanka, platforms such as Zoom introduced a new mode of instruction known as “Learn from Home,” especially for subjects like English as a Second Language (ESL). This study investigates the perceptions of Grade 11 students from one government and one international school in Nugegoda toward learning English online. Using a mixed-methods approach—comprising a structured Likert-scale questionnaire (n = 100) and semistructured interviews—the study explores students’ views on learning English online, particularly their experiences with the four language skills, and the influence of IT literacy and study time. Quantitative data were analyzed using One-Way ANOVA and post-hoc tests via SPSS, while qualitative data were thematically analyzed. Findings show that students with higher IT literacy and longer study hours reported more positive perceptions. Reading was the most positively perceived skill, while speaking and writing were the most challenging. Students appreciated some features of Zoom but expressed dissatisfaction with limited teacherattention and peer interaction. The study highlights the importance of digital readiness, interactive engagement, and skill-specific instructional strategies in online ESL learning, offering insights for educators and policymakers.