Effects of English Proficiency on Motivational Regulation in a Videoconference-Based EFL Speaking Class

Autor/inn/en	Kim, Jeongyeon; Kweon, Soo-Ok
Titel	Effects of English Proficiency on Motivational Regulation in a Videoconference-Based EFL Speaking Class
Quelle	In: Education and Information Technologies, 28 (2023) 7, S.8401-8422 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kweon, Soo-Ok)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11374-0
Schlagwörter	Videoconferencing; English (Second Language); Second Language Learning; Second Language Instruction; Language of Instruction; Personal Autonomy; Context Effect; Student Attitudes; Teacher Attitudes; Language Teachers; College Students; Foreign Countries; Learning Motivation; Speech Communication; Inner Speech (Subvocal); Synchronous Communication; Teacher Student Relationship; Peer Relationship; Language Proficiency; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache; Individuelle Autonomie; Schülerverhalten; Lehrerverhalten; Language teacher; Sprachunterricht; Collegestudent; Ausland; Motivation for studies; Lernmotivation; Inneres Sprechen; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Language skill; Language skills; Sprachkompetenz; Korea; Republik
Abstract	Despite the significance of motivational regulation in the development of second language speaking skills, few studies have scrutinized its relationship with an emergent learning context. This study investigates how differently tertiary level English as a foreign language (EFL) learners exert autonomy and regulate motivation by proficiency levels to acquire speaking skills in the target language via a videoconference platform. Specifically, it contrastively examines student and instructor responses to several contextual factors specific to EFL speaking class, including synchronous online video platforms, native English-speaking instructors, and an English-medium instruction (EMI) policy. Employing a mixed method, it analyzes questionnaire responses of 340 students from two Korean universities and subsequent interviews with students and their instructors. These analyses reveal that the learners employed instructor feedback and motivational self-talk most commonly to regulate their motivation while acquiring EFL speaking skills. Although students across all three levels of proficiency showed increased vulnerability to the learning context, those of the lower two were found to be less aware of the significance of the imminent context created by EMI and videoconferencing. They also sowed stronger tendency to the strategies depending on their perceptions of the contextual factors than the advanced group. These overt differences in motivational regulation among proficiency levels were hardly problematized by the instructors. Notably, their views on peer interaction via videoconference were distinctly positive, displaying a clear difference from those of the students. A discussion of these findings follows to give insight into EFL speaking instruction in the emerging higher education context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01