THE INFLUENCE OF PERSONALITY AND LANGUAGE PROFICIENCY ON ESL LEARNERS' WORD CONTRIBUTIONS IN FACE-TO-FACE AND SYNCHRONOUS ONLINE FORUMS

IF 0.5 Q3 AREA STUDIES

Journal of Nusantara Studies (JONUS) Pub Date : 2021-01-28 DOI:10.24200/jonus.vol6iss1pp199-221

S. Chew, L. Ng

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引用次数: 12

Abstract

Background and Purpose: Recent technological advancements and Covid-19 pandemic have prompted more opportunities for online learning. However, there is a dearth of empirical research that is focused on high school students. Therefore, this study aims to obtain a more comprehensive view of ESL learners’ involvement or word contributions in a ‘normal’ face-to-face situation and in a synchronous online text-based environment by relating it to their personality and language proficiency. Methodology: In this study, a quasi-experiment was carried out over four weeks. It involved eight sessions of face-to-face and online discussions with 48 Malaysian high school students who were divided into two matched-sample groups. The participants' feedback was used to support and provide insights on the findings. The quantitative data were analysed using using IBM SPSS statistics 26 software while the participants’ responses to the online feedback session were analysed using open coding and axial coding strategies. Findings: Statistically significant difference was found in learners’ word contributions during face-to-face and online discussions. Apart from the extroverts with high-intermediate language proficiency, the other groups of learners who are either introverts or having lower level language proficiency were found to produce significantly more words in synchronous online text-based discussions. The non-face-to-face context of online forums might have lowered the learners’ level of anxiety and increased their confidence to interact with their peers. Contributions: Learners’ personalities and language proficiency levels should be considered when choosing a discussion setting and when facilitating discussion activities. More support should be provided for the less proficient or introverted learners to express themselves in a face-to-face discussion. Keywords: Personality, Language proficiency, Computer-mediated communication, Synchronous text-based online discussions, Word contributions Cite as: Chew, S. Y., & Ng, L. L. (2021). The influence of personality and language proficiency on ESL learners' word contributions in face-to-face and synchronous online forums. Journal of Nusantara Studies, 6(1), 199-221. http://dx.doi.org/10.24200/jonus.vol6iss1pp199-221

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个性和语言能力对英语学习者在面对面和同步在线论坛上的词贡献的影响

背景和目的:最近的技术进步和Covid-19大流行为在线学习提供了更多机会。然而，缺乏针对高中生的实证研究。因此，本研究旨在通过将其与学习者的个性和语言能力联系起来，更全面地了解ESL学习者在“正常”面对面情境和同步在线文本环境中的参与或单词贡献。方法:在本研究中，进行了为期四周的准实验。它包括与48名马来西亚高中生进行面对面和在线讨论的8次会议，他们被分为两个匹配的样本组。参与者的反馈被用来支持和提供对研究结果的见解。采用IBM SPSS统计软件对定量数据进行分析，采用开放式编码和轴向编码策略分析参与者对在线反馈会话的反应。结果:在面对面和在线讨论中，学习者的词汇贡献有统计学上的显著差异。除了具有中高语言水平的外向者外，其他内向者或语言水平较低的学习者在同步在线文本讨论中产生了更多的单词。在线论坛的非面对面环境可能降低了学习者的焦虑水平，增加了他们与同龄人互动的信心。贡献:在选择讨论环境和促进讨论活动时，应考虑学习者的个性和语言能力水平。应该为不熟练或内向的学习者提供更多的支持，让他们在面对面的讨论中表达自己。关键词:个性、语言能力、计算机媒介交流、同步文本在线讨论、Word贡献引文如下:Chew, S. Y. & Ng, L. L.(2021)。个性和语言水平对ESL学习者在面对面论坛和同步在线论坛上的词贡献的影响。自然科学学报，6(1)，199-221。http://dx.doi.org/10.24200/jonus.vol6iss1pp199-221

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来源期刊

Journal of Nusantara Studies (JONUS) AREA STUDIES-

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