Effects of participation in an online intercultural exchange on drivers of L2 learning motivation

Abstract

While computer-mediated communication and online exchanges between students in second language (L2) pedagogy and research has long been established, recent technological advances have seen a growth in the number of projects undertaken and consequently studies published. This study utilized a mixed-methods approach to measure the effects on specific aspects of motivation for students learning English following a 10-week, multicultural virtual exchange project. Participants interacted both synchronously and asynchronously with other non-native English speakers from 10 different countries to make friends, share cultural interests, and practice English in a real-world, non-classroom setting. At the end of the project, participants were asked to complete a survey based on Dörnyei’s concept of the L2 motivational self system and Yashima’s theories on international posture about how their motivations for learning English had changed. The study suggests that extended interactions in a virtual exchange improve participants’ view of themselves as capable speakers, their motivation to become better speakers for their ideal future, and give them a broader perspective on their view of their place in the wider world. In contrast, motivations for learning English as a responsibility towards others were decreased.

The impact of internal-generated contextual clues on EFL vocabulary learning: insights from EEG

“…In addition to the inherent attributes of online materials, online vocabulary learning provides extensive communication opportunities for EFL learners through virtual chat rooms and network groups (Stashko, 2019). Increased interaction enhances learners' motivation and self-perception as capable speakers (Skidmore, 2023), leading to satisfactory vocabulary acquisition through active participation and the use of social networking tools (Polat et al, 2013;Teng et al, 2022). These social benefits extend to other forms of online vocabulary learning, including digital games and virtual reality (Acquah and Katz, 2020;Huang et al, 2022).…”