Digital Literacy and Language Learning Attitudes: How Online Learning Readiness Predicts Student Engagement in English Education

The COVID-19 pandemic necessitated a swift transition to online learning, posing challenges for higher education, especially in resource-constrained settings. Thus, this study investigated the predictive relationships among online learning readiness, student satisfaction, and attitudes toward English language learning (ELL) among 60 Bachelor of Arts in English students at Agusan del Sur State College of Agriculture and Technology (ASSCAT), Philippines, during the 2021–2022 academic year. Employing a quantitative predictive correlational design with quota sampling, data were gathered using validated instruments measuring online learning readiness (technical, social, communication competencies), student satisfaction (teaching quality, assessment, learning experiences), and attitudes toward ELL (behavioral, emotional, cognitive aspects). Descriptive statistics, Spearman's rank-order correlation, and simultaneous multiple regression were utilized for analysis. Results revealed high online learning readiness (M = 4.15, SD = 0.06) and very high student satisfaction (M = 4.22, SD = 0.07). Attitudes toward ELL were rated as high (M = 3.53, SD = 0.40). Significant positive correlations were observed between online learning readiness and attitudes (ρ = .354, p = .004), and between student satisfaction and attitudes (ρ = .248, p = .050). Multiple regression indicated that online learning readiness significantly predicted ELL attitudes (β = .263, p = .037, r² = .069), while student satisfaction was not a significant independent predictor (β = .160, p = .210). The model explained 7.2% of the variance in ELL attitudes (R² = .072, p = .105). In conclusion, online learning readiness, particularly technical and communication competencies, significantly influences students' attitudes toward ELL in online environments. Student satisfaction's effect appears mediated by readiness. The modest explanatory power suggests that ELL attitudes are multifaceted. Institutions should prioritize developing students' digital literacy and communication competencies to cultivate positive attitudes and enhance engagement in online language learning.