doi: 10.18178/ijiet.2026.16.10.2732
Exploring Relationships between Dialogue and Learners Achievement in Online English Language Courses at Al al-Bayt University
Mamon S. Alzboun1,*
,
Atef F. Al Mashakbh1 ,
Rania A. Bataineh2 ,
Hmoud M. Olaimat1 ,
Fares A. Mohammad3 ,
AbdelKarim H. Makhadmeh4 ,
Karam K. Abu A’aqoulah5 ,
Rasha A. Enab6 ,
Rehab Tharwat Abd El Ghani7
- 1Department of Curriculum and Instruction, Faculty of Educational Sciences, Al al-Bayt University, Mafraq, Jordan
- 2Language Center, Al al-Bayt University, Mafraq, Jordan
- 3Department of Arabic & Islamic Studies, Mohammed Jaber Al Ansari College for Teachers, University of Bahrai, Bahrain
- 4Faculty of Physical Education, Yarmouk University, Irbid, Jordan
- 5Department of Physical Education, school of Educational Sciences, Al al-Bayt University, Mafraq, Jordan
- 6Ministry of Education, Jordan
- 7College of Arts, Imam Abdulrahman bin Faisal University, Saudi Arabia
- Manuscript receivedDecember 31, 2025
- revisedJanuary 31, 2026
- acceptedJune 3, 2026
- publishedOctober 26, 2026
Abstract
This study aims to explore the relationship between online dialogue and learning achievement, addressing a critical gap in educational research regarding the interpretation of dialogue into objective cognitive learning achievement. Unlike previous studies relying on subjective data, this research utilizes an objective proctored final examination to measure achievement across four hierarchical levels of Bloom’s Taxonomy. Grounded in a synthesis of transactional distance theory and cognitive learning theory, the study involved 293 undergraduate students in online English courses at Al al-Bayt University. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), both dialogue and achievement were conceptualized as reflective second-order constructs. Findings empirically validate that online dialogue is a strong predictor of achievement (standardized coefficient (β) = 0.58, t-statistic (t) = 13.86, probability (p) < 0.001), accounting for62% of the variance in student learning achievement. Finally,this research provides a conceptual framework for educators,demonstrating that dialogue serves as a cognitive qualifyingcondition for learning achievement. These insights suggest thatstrategic integration of interactive tools and peer-based taskscan effectively reduce psychological distance and enhanceachievement by aligning dialogue mechanisms with specificcognitive domains.
Keywords
- dialogue
- learners’ achievement
- online learners’ interactions
How to Cite
Mamon S. Alzboun, Atef F. Al Mashakbh, Rania A. Bataineh, Hmoud M. Olaimat, Fares A. Mohammad, AbdelKarim H. Makhadmeh, Karam K. Abu A’aqoulah, Rasha A. Enab, and Rehab Tharwat Abd El Ghani, "Exploring Relationships between Dialogue and Learners Achievement in Online English Language Courses at Al al-Bayt University," International Journal of Information and Education Technology, vol. 16, no. 10, pp. 2778-2787, 2026. https://doi.org/10.18178/ijiet.2026.16.10.2732
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).