Perceived Student Readiness and Its Role in Language Teachers’ Evolving Willingness to Teach Online

This study explores the perceptions of U.S. college-level language teachers regarding students’ readiness for online language learning. Drawing on a sequential explanatory mixed-methods approach, quantitative data were collected from 309 language teachers via an online survey, and qualitative data were collected from follow-up interviews with 21 respondents. The study identifies three key components of perceived student readiness: access and technological competence, self-responsibility, and use of support for online learning. In response to concerns regarding students’ responsibility, teachers reported that they employed strategies aimed at building trust and promoting student ownership of the language learning process. The findings also highlight the interplay between perceived student readiness and teachers’ self-confidence and their perceived value of online language teaching. Further, perceived student readiness shaped teachers’ increased willingness to adopt online and hybrid language teaching in the future.