Finding Satisfaction: Intrinsic Motivation for Synchronous and Asynchronous Communication in the Online Language Learning Context

Autor/inn/en	Bailey, Daniel; Almusharraf, Norah; Hatcher, Ryan
Titel	Finding Satisfaction: Intrinsic Motivation for Synchronous and Asynchronous Communication in the Online Language Learning Context
Quelle	In: Education and Information Technologies, 26 (2021) 3, S.2563-2583 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Almusharraf, Norah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10369-z
Schlagwörter	Learning Motivation; Decision Making; Case Studies; Collaborative Writing; Video Technology; Online Courses; Second Language Learning; Second Language Instruction; English (Second Language); Correlation; Comparative Analysis; Synchronous Communication; Asynchronous Communication; Student Surveys; Student Attitudes; Positive Attitudes; Teaching Methods; Instructional Effectiveness; Cognitive Style; Transformative Learning + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Decision-making; Entscheidungsfindung; Case study; Fallstudie; Case Study; Online course; Online-Kurs; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Schülerbefragung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Cognitive styles; Kognitiver Stil; Pädagogische Transformation
Abstract	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. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01