Authors:
Qihui Chen
1
;
Wenting Sun
2
and
Xiaoling Wang
3
Affiliations:
1
Institute of Modern Distance Education, Tongji University, Siping Road 1239, Shanghai, China
;
2
Department of Computer Science, Humboldt-Universität zu Berlin, Berlin, Germany
;
3
Department of College English, Zhejiang Normal University, Jinhua, China
Keyword(s):
Community of Inquiry, Cognitive Presence, Teaching Presence, Social Presence, L2 (Second Language) Motivational Self System, Ideal L2 Self, Ought-to L2 Self, General Self-Efficacy, Intended Effort.
Abstract:
Although a large number of online foreign language oral learners has emerged, little is known about the interactive mechanism between online learning environmental factors and learners’ self-relevant factors. Using the quantitative method, 466 questionnaires of Chinese young adult learners were collected to test the hypothesized relationships between cognitive presence (CP), teaching presence (TP), social presence (SP), L2(second language) motivational self (including Ideal L2 self (IL2) and Ought-to L2 self (OL2)), general self-efficacy (GSE), online foreign language speaking anxiety (AN) and intended efforts (IE) in a structural equation model. The findings illustrate: (1) Online foreign language speaking learners are in middle anxiety, high GSE and high IE level; (2) Online learning environment is an overall ecology in which CP, TP, SP, IL2, OL2, and GSE are highly correlated with each other; (3) In terms of causality, TP and OL2 enhance AN, GSE weakens AN, GSE and OL2 strengthen
IE while AN reduces IE. To facilitate online oral foreign language learning, designers of online learning platforms should consider providing the choice of learning partners and more meta-cognition support to guide learners to deal with negative evaluations and manage learning recordings.
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