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논문 기본 정보

자료유형
학술저널
저자정보
Kyeong-Ouk Jeong (Hannam University)
저널정보
한국콘텐츠학회(IJOC) International JOURNAL OF CONTENTS International JOURNAL OF CONTENTS Vol.15 No.4
발행연도
2019.12
수록면
89 - 96 (8page)

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This study examines the impact of online collaborative English language learning to enhance learner motivation and classroom engagement in university English instruction. The role of learner motivation and classroom engagement has gained much attention under the premises of current constructivist framework of English as a foreign language education. To promote learner motivation and classroom interaction in English instruction, participants in this study engaged in integrative English learning activities through online group collaboration and peer-tutoring. They exchanged productive peer response and shared their learning experiences throughout the integrative English learning activities. Digital technology played an integral role in motivating the learning process of the participants. Data for this study were gathered through an online questionnaire survey and semi-structured interviews. The data were analyzed based on the ARCS motivational model of instructional design to identify the motivational aspects of integrative English learning activities. This study reveals that participants of this study regarded online collaborative English learning activities as the positive and motivating learning experience. The online collaborative English reading instruction had positive effect on improving EFL university students’ learning performance. Participants of this study also identified affective and metacognitive benefits of online collaborative EFL learning activities for learner motivation and classroom engagement. This study reveals that the social networking platform in online group collaboration played a crucial role for the participants in understanding the integration of online group collaboration as the positive and effective language learning strategy. This study may have implications in suggesting the effective instructional design for promoting learner motivation and classroom interaction in EFL education.
#Online Collaborative Learning #ARCS Motivational Model #Learner Motivation #Classroom Engagement #EFL

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ABSTRACT
1. INTRODUCTION
2. RELATED RESEARCH
3. RESEARCH CONTEXT AND METHOD
4. RESULT AND DISCUSSION
5. CONCLUSION
REFERENCES

참고문헌 (28)

참고문헌 신청
Jing Meng / 2010 / Jigsaw Cooperative Learning in English Reading / Journal of Language Teaching and Research 1(4):501~504 Crossref SANNA JÄRVELÄ / 2010 / Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes / Educational Psychologist 45(1):15~27 google schola Pierre Dillenbourg / 2006 / Sharing Solutions: Persistence and Grounding in Multimodal Collaborative Problem Solving / Journal of the Learning Sciences 15(1):121~151 Crossref T. Iiskala / 2004 / Socially-shared metacognition in peer learning / Hellenic Journal of Psychology 1:147~178 Crossref Z. Dörnyei / 2001 / Motivational strategies in the Language Classroom / Cambridge University Press google schola

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