Promotion of EFL Student Motivation, Confidence, and Satisfaction Via a Learning Spiral, Peer-Scaffolding, and CMC

Wen-Chi Vivian Wu, Michael Marek and Ling Ling Yen
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Wen-Chi Vivian Wu: Providence University, Taiwan
Michael Marek: Wayne State College, USA
Ling Ling Yen: National Central University, Taiwan

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2012, vol. 2, issue 3, 54-75

Abstract: This study presents an EFL (English as a Foreign Language) instructional model in which peer interaction improves motivation, confidence, satisfaction, and actual performance of students. Researchers used peer interaction for repeated assignments via Computer-Mediated Communication (CMC) to study how focused peer interaction contributes to changes in the four factors. EFL students in Taiwan interacted “live” via the Internet with a native English speaker in America. Integrative and instrumental motivation, satisfaction, confidence, and actual performance all improved as a result of the peer interaction with CMC methodology. Affective variables, such as anxiety, motivation, and self-efficacy, coupled with positive peer dynamics and teacher support, all influenced the students’ reported motivation, confidence, and satisfaction. This EFL instructional model has two strengths: 1) it demonstrates that peer interaction, properly channeled, results in improved motivation, confidence, satisfaction, and actual performance, and that, 2) CMC expands the engagement of students using peer learning, resulting in improved learning compared to traditional instruction.

Date: 2012
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