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Abstract
The outbreak of COVID-19 has changed education worldwide. Technology has become the only gate for all universities and institutions to carry out the learning/teaching process. Some countries introduced technology years before the pandemic and encountered no difficulties in shifting from offline to online modes. Countries, where technology is still in its infancy, struggled to switch modes. The situation affected students’ learning behavior, self-efficacy, motivation, and learning achievements. Most researchers noticed the influence during the post-pandemic era. This paper aims to shed light on the sudden shift from the offline to the online mode by exploring the impact of asynchronous online learning on first-year EFL master’s students’ mental health and how it affects their academic achievements in post-COVID-19 Algeria. The significance of the study lies in finding solutions to raise students’ self-esteem and change their learning behavior after they switch to the offline mode in the post-pandemic era. To collect data, the researchers employed both quantitative and qualitative methods, which included a semi-structured questionnaire and classroom observations. The researchers conducted the study with 92 first-year EFL master’s students at Saida University, Algeria. The study indicated that students suffered from mental health issues during the pandemic. These issues led to their low self-esteem due to the use of asynchronous online mode. The results also revealed that students’ low self-esteem affected their learning behavior and, subsequently, their motivation. The analysis also revealed that a lack of motivation led to low academic performance during the post-pandemic era.
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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.
Article Type: Research Article
MEDITERR J SOC BEH RES, Volume 9, Issue 2, November 2025, 45-54
https://doi.org/10.29333/mjosbr/17212
Publication date: 05 Oct 2025
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