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Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context
Education and Information Technologies ( IF 3.666 ) Pub Date : 2020-11-05 , DOI: 10.1007/s10639-020-10369-z
Daniel Bailey 1 , Norah Almusharraf 2 , Ryan Hatcher 3
Affiliation  

Intrinsic value is related to intrinsic motivation and influences learners’ decisions to begin, continue, and return to learning tasks. In the context of a fully online foreign language English course, we used structural equation modeling to explore the motivation for asynchronous collaborative writing practice, motivation for video-synchronous speaking practice, course satisfaction, and the mediating effect course satisfaction has on behavioral intentions to use language learning technology. Cross-sectional survey results (n = 186) revealed that students who were motivated by asynchronous online collaborative writing were more likely to enjoy online learning in general when compared to students who reported motivation for video-synchronous online speaking practice. Moreover, the relationship between motivation for collaborative writing and behavioral intentions to use language learning technology was mediated by course satisfaction. A follow-up open-ended survey (n = 65) revealed that students held positive views for online second language writing and speaking practice overall but for distinctly different reasons. The findings are discussed in terms of their theoretical implications for modeling e-learning approaches with significance for promoting instructional training effectiveness and transformative learning.



中文翻译:

寻找满足感:在线语言学习环境中同步和异步交流的内在动机

内在价值与内在动机相关,并影响学习者开始、继续和返回学习任务的决定。在完全在线的外语英语课程的背景下,我们使用结构方程模型来探索异步协作写作练习的动机、视频同步口语练习的动机、课程满意度以及课程满意度对行为使用意向的中介作用语言学习技术。横断面调查结果(n = 186)显示,与报告视频同步在线口语练习动机的学生相比,受异步在线协作写作激励的学生一般更喜欢在线学习。此外,协作写作的动机与使用语言学习技术的行为意图之间的关系受课程满意度的调节。一项后续开放式调查 ( n  = 65) 显示,学生总体上对在线第二语言写作和口语练习持积极态度,但原因却截然不同。讨论了这些发现对建模电子学习方法的理论意义,这对于促进教学培训的有效性和变革性学习具有重要意义。

更新日期:2020-11-06
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