The Influence of Contextual and Motivational Variables on Willingness to Communicate in Fully Online EFL Programmes

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Computer-Assisted Language Learning and Teaching Pub Date : 2022-04-01 DOI:10.4018/ijcallt.305827

S. Grant

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引用次数: 0

Abstract

This quantitative study takes an ecological perspective by examining classroom environmental variables, student motivational factors and their relationship with form-focused and meaning-focused in-class willingness to communicate (WtC) during a fully online English as a Foreign Language programme at a Macau university. Statistically significant multiple regression results identified a moderate and strong overall relationship between these environmental and student motivational factors with in-class meaning-focused (adjusted R2 = 0.47, p < .01) and form-focused (adjusted R2 = 0.53, p < .01) WtC. In addition, regression results indicated task orientation, student group cohesiveness, and desire to learn English as the most important predictor variables for both types of in-class WtC. Weak relationships were evident between WtC with teacher support and motivation intensity. The results suggest that well-developed tasks and strong student group cohesiveness are fundamental considerations for fully online programme design for encouraging WtC.

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语境和动机变量对全在线英语课程中交流意愿的影响

本定量研究从生态学的角度，考察了澳门某大学英语作为外语课程的课堂环境变量、学生动机因素及其与课堂交流意愿(WtC)的关系。多元回归结果显示，这些环境和学生动机因素与课堂意义关注(调整R2 = 0.47, p < 0.01)和形式关注(调整R2 = 0.53, p < 0.01)的WtC之间存在中度和强的整体关系。此外，回归结果显示，任务导向、学生群体凝聚力和学习英语的愿望是这两种类型的课堂WtC最重要的预测变量。WtC与教师支持、动机强度之间呈弱相关。结果表明，完善的任务和强大的学生群体凝聚力是完全在线课程设计以鼓励WtC的基本考虑因素。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Computer-Assisted Language Learning and Teaching EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.00

自引率

14.30%

发文量

期刊介绍： The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of computer-assisted language learning. In addition to original research papers and submissions on theory and concept development and systematic reports of practice, this journal welcomes theory-based CALL-related book and software/application reviews.