Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence

Hurd, Stella

doi:10.1016/j.system.2007.05.001

Cited by 78 publications

(69 citation statements)

References 38 publications

(21 reference statements)

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“…This is in strong contrast to the usual early morning schedules at school (Hurd, 2007). Evening type students with regularly scheduled school learning have more problems (emotional problems, timing of sleep, learning success, etc.…”

Section: K-12 Distance Learningmentioning

confidence: 82%

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The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

Randler

Horzum

Vollmer

2014

IRRODL

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There are many studies related to distance learning. Willingness and anxiety are important variables for distance learning. Recent research has shown that anxiety and willingness towards distance learning are moderated by personality. This study sought to investigate whether distance learning willingness and distance learning anxiety are associated with age, gender, occupation, chronotype and personality in a Turkish vocational high school students sample. Two measures of individual differences were implemented: chronotype (morningness/eveningness preference) and BIG-5 dimensions (agreeableness, conscientiousness, extraversion, neuroticism, and openness). Seven hundred and sixty-nine vocational high school students from Turkey filled out a self-administered questionnaire. Evening types, older, and female students had higher distance learning willingness scores than morning types, younger, and male students. No significant difference was found between chronotype groups with respect to distance learning anxiety. Furthermore, extraverted students reported a lower distance learning anxiety. Openness to experience was associated with high distance learning willingness. We conclude that evening types may benefit from distance learning more than other types.

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Section: K-12 Distance Learningmentioning

confidence: 82%

“…However, there is limited research on DLW and DLA (Hara, 2000;Horzum & Çakır, 2012;Hurd, 2007;Jegede & Kirkwood, 1994). Moreover, studies on individual differences (especially chronotype and BIG-5) in DL also have just begun to rise.…”

Section: Discussionmentioning

confidence: 99%

The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

Randler

Horzum

Vollmer

2014

IRRODL

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“…In the studies that Hurd (2007aHurd ( , 2007b But why does it matter so much to a learner not to leave matters 'unresolved'? How can this commonly occurring urge to 'close the gap' be explained?…”

Section: Feedback and Identity Theorymentioning

confidence: 99%

“…The second study was conducted with a larger group of learners of French, but this time at beginner level. Participants in both studies were asked to verbalise their thoughts and feelings as they worked through designated language tasks from their course books (Hurd, 2006;2007a;2007b).…”

Section: The Think-aloud Protocols (Taps) Studiesmentioning

confidence: 99%

“…The data was derived from three earlier studies carried out with students enrolled on language courses at the Open University (UK), which examined, as a main or subsidiary part of their investigation, affective factors and the reactions to feedback of students learning at a distance. Two of the studies used think-aloud verbal protocols (TAPs) with French learners at beginner and lower-intermediate level (Hurd, 2006(Hurd, , 2007a(Hurd, , 2007b, and the third (Fernandez-Toro, Truman, & Walker, 2013) used structured interviews with advanced Spanish learners. In all three studies distance language learners responded to external feedback (either from their tutors or the teaching materials).…”

Section: Introductionmentioning

confidence: 99%

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A model of factors affecting independent learners’ engagement with feedback on language learning tasks

Fernández-Toro

Hurd

2014

Distance Education

Self Cite

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In independent learning contexts, the effectiveness of the feedback dialogue between student and tutor or, in the absence of a tutor, the quality of the learning materials, is essential to successful learning. Using the voices of participants as the prime source of data through a combination of data-driven and conceptdriven approaches, this investigation attempts to gain deeper insights into the dynamics of the learning process as students express emotional reactions to the learning environment and in particular the written feedback from their tutors and the learning materials. To account for the different ways in which adult learners studying independently engage both cognitively and emotionally with external feedback, we propose a model based on four key drivers: goal relevance, knowledge, self-confidence, and roles. We conclude that only when these key drivers are aligned with each other can learners in independent settings engage with external feedback and learn from it.Keywords: feedback; independent learning; adult learners; distance learning, identity; motivation; roles; goal-relevance; feedback alignment; self-confidence, self-discrepancy; possible selves Subject classification codes: < tbc> 4 IntroductionFeedback plays a central role in any learning process, and is particularly important in independent settings (White, 2003). By this we mean learning contexts which include both self-access and distance learning, where the learner receives feedback from a tutor on assignments, has access to tutorials, generally online, but also relies on feedback in the materials in the form of model answers of answer keys. Hurd (2006) specifically mentions providing feedback as the most important role of the tutor, according to the distance learners who took part in her study. However, as Nicol (2010) points out, 'while the quality of the [feedback] comments is important, the quality of the students' interaction with those comments is equally, and perhaps more important' (Nicol, 2010, p. 503), Furnborough and Truman (2009)'s qualitative study underlines this point. They investigated the perceptions of beginner distance language learners and their use of assignment feedback from tutors identified different patterns of student engagement with external feedback: Groups A and B were positive about feedback, either seeing it as a learning tool which 'empowered' them to take on more responsibility for their own learning, or more generally as connected with a sense of achievement. Group C were hampered in their learning by doubts and anxieties about their own performance, lacked strategies to deal with their negative emotions and did not particularly value feedback from their tutors, showing an inability or unwillingness to take on board comments that were made on their work. The authors concluded that 'the attitudes and motivational factors affecting students in this group may warrant further investigation ' (Furnborough & Truman, 2009, p. 413). This is reflected in the findings of another investigation into corrective feedb...

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Researching Technology‐mediated Multimodal Interaction

Chanier

Lamy²

2017

The Handbook of Technology and Second Language Teaching and Learning

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Language learners have access to a wide range of tools for communication and interaction through networks, where multiple options exist for creating meaning. This chapter introduces the study of such multimodal meaning-making for language learning. The study of meaning-making through the use of technology for mediation has been pursued since the technology became widespread. An overview of multimodality in interaction is offered in the introduction to a Special Issue of Semiotica by Stivers and Sidnell (2005); for multimodality in communication, see Kress (2010); for multimodality in classroom-based language learning, see Royce (2007) and Budach (2013); for a discussion of digital mediation see Jones and Hafner (2012), and for a summary about technology-mediated language learning see Hampel (2012). These sources provide a starting point for the investigation of multimodality in language learning, which is relatively recent computer-assisted language learning (CALL) research. In view of the importance of such meaning-making resources for learning, this chapter introduces the meaning of "mode" and "multimodality" before introducing the research and theoretical issues in the study of multimodality in language learning. It then describes a corpus-based approach for studying multimodality in CALL, drawing attention to important methodological factors such as transcription that come into play in conducting such research. Research on multimodality in online learning Research on multimodality examines two questions: "What aspect of the learning is mediated through the technology?" and "How is the learning situation experienced, especially in terms of affect?" Erben (1999) showed participants creating new discursive practices by altering the content of their exchanges (through "reducing" and "amplifying" meanings) as they strove to find workaround responses to what they experienced as an unwieldy communication platform. His findings made it clear that the "what" of communication was affected, as participants adapted to the crudeness of the mediation tools at their disposal at the time. On the other hand, Goodfellow et al. (1996) as well as McAndrew, Foubister, and Mayes (1996) reported on the "how," showing that video-based learning interactions were experienced as stressful, although at the same time video was seen by learners as motivational.

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Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence

Cited by 78 publications

References 38 publications

The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

The influence of personality and chronotype on distance learning willingness and anxiety among vocational high school students in Turkey

A model of factors affecting independent learners’ engagement with feedback on language learning tasks

Researching Technology‐mediated Multimodal Interaction

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