An Investigation of Mediational Process in Social Learning During Online Language Learning

Abstract

Online learning has become a new trend in the world. To teach online effectively, the instructors have to improvise their course content. Learners have mixed feelings over online learning, some of them prefer the face-to-face teaching; but some are comfortable with the online teaching mode. Previously, the success of language teaching has always depended on face-to-face interaction. However, language is taught online now. Therefore, this study was carried out to investigate the mediational process in social learning during online language learning. 111 diploma, bachelor degree and postgraduate students had participated in this quantitative study in a public university in Malaysia. The instrument used is a questionnaire with 29 items. This study examines the influence of online language learning on learner-to-learner, learner-to-instructor, learner-to-content interaction and mediational process. The results show there is a significant difference in education level. Findings in this study reveals that support from peers plays a crucial role as it prevents students from dropping out of the course. The students prefer teaching style that involves their active participation. The findings also indicate that students find it is important to get an overview of the content before the class begins. Lastly, learning motivation increases when instructor gives good comments during online lessons. Learners also need to learn to be more responsible to make sure their online learning time is filled with successful learning and interactions.Contribution/ Originality: This paper's main contribution is finding that online learning is a form of mediational process for learners. Learners get the opportunity to engage through learner-to-learner, learner-toinstructor, as well as learner-to content interactions.

Teacher Presence as Mediator in Online Learning: The Case for French as a Foreign Language

“…This is important so learners can sustain their interest to complete the course. The study by Sukimin, et al (2021) also found that the online presence is needed to make sure learners do not drop out of the course. Figure 7 reveals the summary of mean scores for all type of online presence investigate in this study.…”

“…Studies have also been done to show the role of technology in learning. The study by Sukimin, Rahmat, Mok, Arepin, Zainal Abidin, & Haron (2021) investigated the mediational process in online learning. 111 respondents who were diploma, bachelor degree and postgraduates participated in this quantitative study.…”

“…Some say online teaching is similar to face-to-face teaching. Sukimin, Rahmat, Mok, Arepin, Zainal Abidin, & Haron (2021) found that the experiences of both instructors conducting online language lessons and the learners attending online sessions would prove that there are many factors that need to be taken into consideration to make lessons successful. Instructors need to take into three types on interaction in online classes: learner-to-learner, learner-to-instructor, and even learner-to-content interaction.…”

Analysing the Cadence of Group Conflicts Across Gender During Online Learning

“…Sure enough, having to attend online classes is one level ahead for many learners who used to look at online interactions as non-academic. As such, the study by Sukimin, et al (2021) and Janssen & Wubbles (2016) suggested that future researchers look into group interactions among learners during online learning. It would be interesting to see how learners are coping with online group interactions.…”