Friendship and reciprocity as motivators in CSCL

Abstract

Motivation is an important topic among language teachers in Japan. Collins and Hunt (2011) observed increases in Japanese university student’s motivation as a result of collaborative learning and cooperative learning programs. This paper continues in this line of inquiry through a quantitative study of motivation in the context of computer supported collaborative learning (cscl). Results of this study confirm the motivational profiles of successful collaborative learners and reveal friendship and reciprocity as important social dynamics affecting Japanese collaborators.

Influence of Personality and Motivation on Oral Presentation Performance

“…Furthermore, the selection and significance of Social pressure as a predictor of collaborative oral presentation performance adds an interesting contrast to this consideration of intrinsic motivation and shares similarity with the results of Flowers ( 2015 ) who found friendship and reciprocity as motivators for Japanese tertiary students engaged in a computer-supported collaborative learning context. However, the results of the present study lend themselves to a slightly different interpretation.…”

“…CIPQ: The 20-item CIPQ uses 7-point Likert scales, and has been employed in numerous studies in east Asian contexts showing good internal consistency (Chow and Law 2005 ; Lam 2009 ; Flowers 2015 ). The questionnaire was distributed in electronic form during class time at the end of the presentation projects using GoogleForms.…”

“… 2006 ). While it is generally held that intrinsic motivations are favoured over extrinsic motivations (Flowers 2015 ; Noels 2009 ), their importance in Chinese cultural settings has been questioned and motivational factors’ effects on classroom communication are thought to be highly context dependent (Chen et al. 2005 ; Peng and Woodrow 2010 ).…”