The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education

Amiryousefi, Mohammad; Geld, Renata

doi:10.1080/17501229.2019.1654482

Cited by 20 publications

(8 citation statements)

References 36 publications

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“…It has also been noted that learning materials need to be presented so as to best meet the individual learning requirements of learners with different learning styles and facilitate learning (Hornbaek et al, 2002). Merely providing learners with information is not enough; rather, materials should feature interactivity in order to encourage deep learning (Amiryousefi & Geld, 2021;Bolkan et al, 2016). It has been suggested that interactive features activate the learner and support learning by attracting learner interest (Domagk et al, 2010;Fisch et al, 2014), and by securing a dynamic environment during the learning process, they create an individualized and motivated learning environment (Moreno & Mayer, 2007;Mudinillah, 2019;Petan et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

Effect of animated and interactive video variations on learners' motivation in distance Education

Tuğtekin

Dursun

2021

Educ Inf Technol

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One of the objectives of this research is to develop and validate the Instructional Material Motivation Scale for Single-Use (IMMS-SU) instrument in the Turkish context. The IMMS-SU was developed and validated in a two-phased process on a sample of 1654 students. The Exploratory Factor Analysis revealed that IMMS-SU included 14 items (χ2 = 332.59; sd = 74; p < 0.001), the fitness indices were found to be RMSEA = .077; SRMR = .040; AGFI = .88; NFI = .95; CFI = .96; and GFI = .92. The Cronbach's Alpha coefficients regarding the whole scale was calculated as α = 0.95. Thereafter, in the second study, the animated and interactive video materials used in distance education were scrutinized in the context of openness to different materials, time spent viewing, motivation, and cognitive load. A total of 933 students participated who had a distance education experience. In order to collect data, the extraneous cognitive load instrument (Kalyuga et al.,

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Section: Discussionmentioning

confidence: 99%

Effect of animated and interactive video variations on learners' motivation in distance Education

Tuğtekin

Dursun

2021

Educ Inf Technol

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“…They displayed their role through interaction like the tutorial system at the EMI university which might create a Zone of Proximal Development (ZPD) for the English instructors to scaffold the students. The interacting process serves as supplementary motivational forces in the students' EAP learning (Amiryousefi & Geld, 2021). Similarly, the rich opportunities to interact with other peers in a variety of classroom tasks and extracurricular activities at the EMI University contribute to a dynamic learning atmosphere (Rollinson, 2005), which might help the learners visualize personally relevant identities and thus promote their motivation to learn English (Magid & Chan, 2012).…”

Section: Discussionmentioning

confidence: 99%

Exploring L2 Motivational Dynamics Among Chinese EAP Learners in an EMI Context From a Socio-cultural Perspective

2023

SAGE Open

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This paper reports the findings pertinent to the motivational dynamics in learning English for Academic Purposes (EAP), which are a part of a large-scale mixed-methods study. The study was aimed to explore the adaptation of a cohort of Chinese tertiary students when transiting to an English-as-Medium-of-Instruction (EMI) university from Chinese-medium schools in China. Data sources include a questionnaire survey and semi-structured interviews over a 10-month length of time. Analysis of the quantitative data revealed that the participants became much more strengthened in the overall and dimensional level of motivation after being engaged into EAP learning at the EMI context for two semesters. The qualitative results indicated that the consolidation of the participants’ motivation might result from the newly mediational roles of socio-cultural elements at the EMI environment pertaining to the learning discourses, cultural artifacts, important others and the study of content subjects with the target language. This study crystallizes the situationally constructed disposition of second language (L2) motivation which is responsive to context. The pedagogical implications for EAP teaching are also discussed.

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“…F. A. Zichun Li is with the School of Foreign Studies of Minzu University of China, Beijing, China (e-mail: lzc_lily_9@163.com). of mistakes may have an impact on students' motivation [5]. This means that the explicitness of OCF may be related to motivation level and needs to be investigated in more contexts.…”

Section: Literature Review Part 1: Studies On Ocf In Second Language ...mentioning

confidence: 99%

“…The result is different from research on face threat mitigation (FTM). Researchers found that explicit feedback, which damages students' self-images, would decrease motivation [5]. The difference might be induced by different participants.…”

Section: B the Relationship Between Students' Learning Motivation And...mentioning

confidence: 99%

The Effect of Oral Corrective Feedback on Chinese Primary Students’ English Learning Motivation

Li¹

2022

IJSSH

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Oral corrective feedback (OCF) plays a significant role in affecting students’ English learning motivation. However, limited studies were conducted in Chinese classrooms. To address the gap, the current study investigated how OCF influenced Chinese young English learners’ motivation. The participants were 181 students from a Chinese primary school. They were divided into the younger group (98 Grade-three (G3) students) and the older group (84 Grade-five (G5) students). Questionnaires on motivation and OCF were administered first. Ten English lessons (5 for G3 and 5 for G5) were recorded later. Results showed that explicit feedback was more frequent and motivating than implicit feedback. Feedback frequency had no significant correlation with motivation.

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The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education

Cited by 20 publications

References 36 publications

Effect of animated and interactive video variations on learners' motivation in distance Education

Effect of animated and interactive video variations on learners' motivation in distance Education

Exploring L2 Motivational Dynamics Among Chinese EAP Learners in an EMI Context From a Socio-cultural Perspective

The Effect of Oral Corrective Feedback on Chinese Primary Students’ English Learning Motivation

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