Using Online EFL Interaction to Increase Confidence, Motivation, and Ability
Journal of Educational Technology & Society Volume 14, Number 3, ISSN 1176-3647 e-ISSN 1176-3647
Teachers of English as a Foreign Language (EFL) in Taiwan often use an outdated lecture-memorization methodology resulting in low motivation, confidence, and ability on the part of students. Innovative educators are exploring use of technology, such as videoconferences with native speakers, to enrich the classroom; however few guidelines have been developed for effective videoconference instructional design. This study used a survey methodology, Exploratory Factor Analysis, and Structural Equation Modeling to examine which elements of learning via videoconferencing most beneficially affect motivation, confidence, and ability. The study found that long-term changes in ability are best predicted by enjoyment of the learning experience. The data also suggested that even a small amount of authentic interaction in English made students more comfortable in applying their skills, more confident in what they learned, and more inspired to make global, cross-cultural connections. Therefore, EFL instructors should strive to use student-centered active learning and to offer their students interactions with native speakers, including interactions via distance technology. (Contains 3 figures and 4 tables.)
Wu, W.c.V., Yen, L.L. & Marek, M. (2011). Using Online EFL Interaction to Increase Confidence, Motivation, and Ability. Journal of Educational Technology & Society, 14(3), 118-129.
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Zhijun Wang & Li Chen, Beijing Normal University; Terry Anderson, Athabasca University
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