Peer feedback and social support in online learning: Examining motivation, task engagement, and language mastery through an activity theory perspective

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation Pub Date : 2025-03-29 DOI:10.1016/j.lmot.2025.102126

Biao Xu, Norsafinar Rahim

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引用次数: 0

Abstract

The rapid growth of online learning has highlighted the need to understand social dynamics in virtual environments, particularly the interplay between peer feedback, social support, and language acquisition. While these factors have been explored in traditional classrooms, their roles in online EFL education have remained underexamined. Additionally, learners’ attitudes toward online learning environments, which may influence engagement and outcomes, have rarely been investigated. This study aimed at exploring the role of peer feedback and social support in enhancing Chinese EFL learners’ motivation, task engagement, and language mastery, while also examining their attitudes toward online learning. A mixed-methods design was utilized, involving 122 female EFL learners from China, divided into a Peer Feedback Group (Experimental Group 1), a Social Support Group (Experimental Group 2), and a Control Group (CG). Quantitative data were obtained through pre- and post-tests, while qualitative data were gathered via open-ended surveys to capture the participants’ perspectives. Results revealed that both peer feedback and social support significantly improved motivation, task engagement, and language mastery, with EG1 and EG2 demonstrating similar post-test performance. The participants expressed positive views toward online learning, emphasizing the importance of social interactions in maintaining motivation and engagement. The study concluded that integrating peer feedback and social support into online EFL instruction can significantly enhance learning outcomes. It underscores the value of fostering social interactions in virtual environments and suggests that learners’ attitudes are essential to the effectiveness of these mechanisms. These findings offer practical insights for improving online EFL instruction by leveraging peer feedback and social support as equally effective educational tools for language learning.

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在线学习中的同伴反馈和社会支持：从活动理论的角度考察动机、任务参与和语言掌握

在线学习的快速发展凸显了理解虚拟环境中社会动态的必要性，特别是同伴反馈、社会支持和语言习得之间的相互作用。虽然这些因素已经在传统课堂中得到了探讨，但它们在在线英语教育中的作用仍然没有得到充分的研究。此外，学习者对在线学习环境的态度，这可能会影响参与和结果，很少被调查。本研究旨在探讨同伴反馈和社会支持在提高中国英语学习者学习动机、任务投入和语言掌握方面的作用，同时考察他们对在线学习的态度。采用混合方法设计，122名中国女性英语学习者被分为同伴反馈组（实验组1）、社会支持组（实验组2）和对照组（CG）。定量数据是通过前后测试获得的，而定性数据是通过开放式调查收集的，以捕捉参与者的观点。结果显示同伴反馈和社会支持都显著提高了动机、任务参与和语言掌握，EG1和EG2表现出相似的测试后表现。参与者对在线学习表达了积极的看法，强调了社交互动在保持动机和参与方面的重要性。研究表明，将同伴反馈和社会支持融入在线英语教学可以显著提高学习效果。它强调了在虚拟环境中促进社会互动的价值，并表明学习者的态度对这些机制的有效性至关重要。这些发现为通过利用同伴反馈和社会支持作为语言学习同样有效的教育工具来改善在线英语教学提供了实用的见解。

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来源期刊

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.