Abstract

Whether or not students should turn on their cameras during synchronous online learning is still a matter of debate. Empirical evidence is scarce, especially on specific subjects. More importantly, little is known about the impact on students’ online learning outcomes. As a response, this study examined undergraduate students (N = 314) who had recently completed a 12-week academic term of fully synchronous online English classes at a university in Thailand. Framed by a mixed-method design, the research data involved a survey, a short essay, an online English course grade, and self-rated English proficiency. Descriptive statistics, exploratory factor analysis (EFA), t-tests, one-way ANOVA, bivariate correlation, linear regression, and theme-based analysis were used to analyze the data. The findings indicated that 1) EFL students avoided turning on their cameras during synchronous online lessons, 2) students’ camera on/off actions were affected by classroom dynamics, classroom exhaustion and participation, physical appearance and background, unrelated physical activity, distracting behaviors, and technical issues, 3) gender and English proficiency had no effects on students’ camera on/off actions, and 4) the statistical analysis results denied the detrimental effects of a camera on/off on students' online English learning outcomes.