Enhancing EFL Learners’ Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How

Chen, Yen‐Jung; Hsu, Liwei

doi:10.3390/bs12070227

Cited by 8 publications

(5 citation statements)

References 78 publications

(89 reference statements)

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“…Thus, improving self-efficacy may be important to developing listening ability. Furthermore, previous studies (e.g., Chen, 2007;Rahimi and Abedi, 2014) demonstrated the strong links between self-efficacy, metacognition, and listening ability. Metacognition can regulate the relationships between selfefficacy and listening comprehension (Siegel, 2014).…”

Section: Self-e Cacy and L Listeningmentioning

confidence: 68%

“…The results showed that online listening tasks can contribute to increased vocabulary and information retention than text-based tasks. However, in the study of Chen and Zhang (2010), instruction with online learning systems did not surpass traditional listening instruction in improving Chinese EFL learners' listening comprehension. Thus far, few studies have delved into metacognitive intervention in an online setting, especially drawing on the Metacognitive Pedagogical Cycle.…”

Section: Online L Listening Researchmentioning

confidence: 80%

“…However, research on the effects of online learning on L2 listening comprehension has produced mixed results. Certain studies (e.g., Smidt and Hegelheimer, 2004;Absalom and Rizzi, 2008) found the advantage of online listening tasks, while others (Chen and Zhang, 2010) did not. Absalom and Rizzi (2008) compared online listening tasks to text-based listening tasks with L2 Italian learners.…”

Section: Online L Listening Researchmentioning

confidence: 98%

“…They also have the opportunity to listen multiple times and access a large collection of listening resources anytime and anywhere with a stable connection. Moreover, online learning can compensate for teachers' knowledge gaps concerning how to teach listening skills (Chen and Zhang, 2010).…”

Section: Online L Listening Researchmentioning

confidence: 99%

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The effect of self-directed online metacognitive listening practice on Chinese EFL learners' listening ability, metacognition, and self-efficacy

Pei,

Suwanthep,

2023

Front. Psychol.

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Research into metacognitive listening instruction under the Metacognitive Pedagogical Cycle (MPC) has been growing in recent decades, but its effects on L2 listening comprehension, metacognitive awareness, and self-efficacy remain inconclusive. In this mixed-method study, we developed a self-directed online listening practice based on the MPC and investigated its effects on 89 Chinese intermediate EFL learners over 14 weeks. Learners were assigned to either an experimental group, which used the online metacognitive listening practice, or a control group, which used the traditional listening practice without stressing metacognitive awareness. Multiple data sources (listening tests, questionnaires, reflective notes, and interviews) were used to assess learners' listening comprehension, metacognitive awareness, and listening self-efficacy. Results showed that online metacognitive listening practice significantly improved the learners' listening comprehension, but there was little evidence that it increased metacognitive awareness or listening self-efficacy. This study suggests that deploying online listening practice under MPC is a more effective way to improve L2 learners' listening comprehension than traditional listening practice. However, the task-setting of MPC and the task-dependence of self-efficacy may constrain the development of some factors of metacognitive awareness and self-efficacy.

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Section: Self-e Cacy and L Listeningmentioning

confidence: 68%

Section: Online L Listening Researchmentioning

confidence: 80%

Section: Online L Listening Researchmentioning

confidence: 98%

Section: Online L Listening Researchmentioning

confidence: 99%

See 2 more Smart Citations

The effect of self-directed online metacognitive listening practice on Chinese EFL learners' listening ability, metacognition, and self-efficacy

Pei,

Suwanthep,

2023

Front. Psychol.

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“…Students with high speaking self-efficacy more actively participated in class, studied harder, and demonstrated less adverse emotional reactions when encountering problems (Darmawan et al, 2021). In a survey involving 310 participants, Chen and Hsu (2022) reported that EFL learners with a higher level of self-efficacy tended to challenge themselves with learning content that required higher proficiency, which results in better language skill development.…”

Section: Self-efficacymentioning

confidence: 99%

Group work in Zoom breakout rooms to enhance English-speaking self-efficacy for active learning activities

Hartono

Widiyati

Anwar

2023

SiELE

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The study aimed at analyzing the effectiveness of assigning students to work in groups using Zoom breakout rooms to enhance their speaking self-efficacy to participate in active learning activities in an online learning context. Thirty-six students of Diploma 3 of the Accounting Program attending English for Accounting course were purposively selected as the respondents of the study. The data were collected using a three-part questionnaire distributed electronically using Google Forms. The validity and reliability of the questionnaire were measured using Pearson correlation and Cronbach Alpha. The students reported that their sources of English-speaking self-efficacy were enhanced as they had opportunities to develop both mastery and vicarious experience of English speaking, received social persuasion in the form of encouragement and motivation from one another, and experienced lower speaking anxiety. The teaching strategy enhanced the students’ English-speaking self-efficacy to participate in active learning activities to a moderate level. From being quiet and passive, they gradually transformed into active learners who could ask questions, chair discussions, answer questions, defend arguments, etc. It can be concluded that a group work in Zoom breakout rooms facilitated active learning activities as the students experienced opportunities to enhance English-speaking self-efficacy. There was a significant positive correlation between the use of group work in Zoom breakout rooms and students’ self-efficacy to participate in active learning activities. Implications and limitations of this current study are presented, and suggestions for further studies are offered.

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Do emojis really help us to communicate better? Investigating instructor credibility, students’ learning motivation, and performance

Sia,

Hii,

Jong

et al. 2024

Educ Inf Technol

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Extensive research has been conducted to investigate the role of emojis in interpretation, impression, perceptions, personality and relationship building. However, in the higher education sector, few studies have examined how emojis influence the learning motivation and performance of students. Using the theories of source credibility and stimulus organism response, a model was created to explain how the emojis used in text-based electronic-mediated communication (TEMC) impact instructor credibility, learning motivation, and learning performance. Data obtained from students (N = 348) indicates that the use of emojis in TEMC affects their perceptions of instructor credibility (expertise, trustworthiness, likability) and learning motivation. Furthermore, perceived instructor credibility was found to mediate the relationship between the use of emojis in TEMC and students’ learning motivation. Finally, the study also demonstrates that students’ learning motivation significantly enhances their learning performance. The research findings illustrate the importance of emoji use in TEMC between instructors and students in enhancing students’ learning motivation and performance at higher education institutions (HEIs). The findings have significance for instructors and HEIs who engage in TEMC with students. This paper also discusses the implications and limitations of the study, along with potential future research.

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Enhancing EFL Learners’ Self-Efficacy Beliefs of Learning English with Emoji Feedbacks in CALL: Why and How

Cited by 8 publications

References 78 publications

The effect of self-directed online metacognitive listening practice on Chinese EFL learners' listening ability, metacognition, and self-efficacy

The effect of self-directed online metacognitive listening practice on Chinese EFL learners' listening ability, metacognition, and self-efficacy

Group work in Zoom breakout rooms to enhance English-speaking self-efficacy for active learning activities

Do emojis really help us to communicate better? Investigating instructor credibility, students’ learning motivation, and performance

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