The role of social comparison in online learning motivation through the lens of social comparison theory

The evolving landscape of education has seen a marked increase in online learning, yet sustaining learner motivation within these environments remains a significant challenge, particularly given the reduced opportunities for natural social interaction. Social comparison, a fundamental psychological process, is increasingly recognized as a key factor influencing motivation, though its specific effects within online EFL contexts require further investigation. This study addressed a gap in the literature by examining the impact of both upward and downward social comparison on the motivation of EFL learners in an online setting. Employing a mixed-methods design, the study involved 106 upper-intermediate EFL learners who were purposefully sampled and assigned to one of three groups: an Upward Comparison group, a Downward Comparison group, and a control group. A pretest-posttest design was utilized, with motivation levels assessed quantitatively via a validated questionnaire. To complement these findings, semi-structured interviews were conducted to gain richer, qualitative insights into participants' experiences. Quantitative analysis, using one-way ANOVA, revealed statistically significant gains in motivation for both the Upward and Downward Comparison groups compared to the control group. These quantitative results were corroborated by qualitative data, which demonstrated that upward comparison fostered motivation through the promotion of aspirational goals and a heightened sense of achievement. Conversely, downward comparison increased motivation by bolstering feelings of relief, confidence, and self-validation. These findings highlight the potent role of social comparison in shaping learner motivation within online EFL environments. The study's implications suggest that instructional designers should consider strategically incorporating elements that facilitate both upward and downward social comparison to enhance student engagement and ultimately, learning outcomes.