The influence of international online distance learning experiences on L2 motivation and ideal L2 selves of master students in language education
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i9.3100
Abstract
During the Covid-19 pandemic, many international students have chosen to pursue their postgraduate studies through online distance learning while residing in their home country. This qualitative study investigated the influence of international online distance learning experiences on the language learning motivation of language education master students and their future self-images as language learners and language teachers. Data about the academic, technological and sociocultural aspects of these students' online distance learning experiences were collected from six participants through six hour-long semi-structured interviews. The findings indicated that, first, the academic aspect of the international online distance learning experience had the most powerful impact, followed by the technological and sociocultural aspects. Second, the international distance learning experiences exerted a mixed impact on L2 motivation, with the negative influence overshadowing the positive one. The influence of these experiences on the formation of the participants ideal L2 learner and teacher selves was more positive, and the impact was greater on the participants' ideal L2 teacher identity than their ideal L2 learner identity. These findings have several implications for improving online pedagogy and supporting language education students. Further research could focus on the lasting influence of international distance learning on L2 learning.
Keywords
International online distance learning experiences; L2 motivation; ideal L2 learner self; ideal L2 teacher self
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[3] Stephen R, Zoltán D. 2015. The Psychology of the Language Learner Revisited. London: Routledge.
[4] Zoltán D, Ema U. 2021. Teaching and Researching Motivation. Abingdon, UK: Routledge.
[5] Bonny N, Peter I. DC. 2018. Research tasks on identity in language learning and teaching. Language Teaching, 51(1): 90-112.
[6] Akbar B. 2020. CANDA: computer-assisted nonlinear dynamic approach for the L2 teaching in blended and distance learning. Interactive Learning Environments, 1-27.
[7] Wan SEL. 2004. Second language socialization in a bilingual chat room: global and local considerations. Language Learning and Technology, 8(3): 44-65.
[8] Leslie B, Earl B. 2004. The Basics of Communication Research. Belmont, CA: Wadsworth.
[9] Michael QP. 2002. Qualitative Research and Evaluation Methods (3rd ed.). Thousand Oaks, CA: Sage.
[10] David EG. 2014. Doing Research in the Real World (Third ed.). London: Sage.
[11] Jane G. 2011. Coding in deductive qualitative analysis. Current Issues in Qualitative Research: An Occasional Publication for Field Researchers from a Variety of Disciplines, 2(1): 1-4.
[12] Virginia B, Victoria C. 2006. Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2): 77-101.
[13] Kruk, Mariusz. 2019. Dynamicity of perceived willingness to communicate, motivation, boredom and anxiety in second life: The case of two advanced learners of English. Computer Assisted Language Learning, 1-27.
[14] Thomas KFC. 2021. Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 1-17.
[15] Victor S, Michele VP. 2017. Components of reflection: A longitudinal analysis of study abroad student blog posts. Frontiers: The Interdisciplinary Journal of Study Abroad, 29(2): 51-62.
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