Perceived EFL Teacher Absenteeism as a Predictor of Online Test Anxiety in Blended Learning: A Study of Informatics Students
DOI:
https://doi.org/10.21009/ijlecr.v11i1.54667Keywords:
Blended Learning, EFL Teacher, Online Test Anxiety, Teacher AbsenteeismAbstract
Blended learning is becoming more common in higher education, offering both opportunities and challenges, especially in maintaining quality instruction. In Informatics program, where students need to master both technical skills and English proficiency, teacher absenteeism can significantly impact their learning outcomes. While earlier studies have explored teacher absenteeism and online test anxiety, little is known about the emotional impact of teacher absence in blended English as a Foreign Language (EFL) instruction, especially in technical fields. Therefore, this study investigated whether students’ perceptions of teacher absenteeism predict their anxiety during online tests, considering gender and age as possible influencing factors. A total of 57 second-semester Informatics students from Universitas Indraprasta PGRI participated in this quantitative correlational study. Data collected through questionnaires were analyzed using descriptive statistics and regression analysis in SPSS 27. Results indicated that perceived teacher absenteeism, particularly in emotional domains, significantly predicted online test anxiety. Emotional absenteeism was the strongest predictor of students’ online anxiety, with male and younger students more affected by teacher absenteeism. These findings indicated the importance of emotional support in blended learning and suggest that teacher absenteeism can increase student anxiety, particularly for certain student groups. The study calls for stronger teacher accountability and policies that emotionally support students in blended learning settings.
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