Socio-interactive practices and personality within an EFL online learning environments

Abstract

A primary effort within the literature addresses the needs in acclimatizing dynamic, student-driven instruction to conceive a significantly enhanced online learning environment. This study serves to examine the relationship, if any, between student characteristics (introversion and extraversion) and contribution in the online writing environment (social presence) and their sense of class community in online writing courses . The research was undertaken in a public university in the Kingdom of Saudi Arabia (KSA), examining a sample ( N = 171, 36 males and 135 females) of EFL male and female students. The results confirmed the ICT positive relationships between extraverted and introverted students with their social presence and sense of class community. These results reinforce the instructor’s significant role in implementing and engaging students in learning experiences that can address the need for different types of students (e.g., extraverts, introverts) and enhance their interaction through online platforms. The study further calls for developing pedagogically sound approaches to shift away from instructor-fed to student-centered online learning that incorporates instructors’ facilitation, constructive and continuous feedback, and clear guidance. It further urges the utilization of sociopsychological methods to address individual differences, especially in online learning.

UAE university students’ experiences of virtual classroom learning during Covid 19

“…Most of the students agree that teachers’ role is crucial when they conduct VC learning. This echoes other studies which highlighted the vital role of the teacher in VC learning (Almusharraf, 2021 ; Tang et al, 2020 ). If teachers talk less and do not communicate with students properly, VC learning becomes less attractive which raises the question of the efficacy of VC learning approaches.…”

Coconstructing a Meaningful Online Environment: Faculty–Student Rapport in the English as a Foreign Language College Classroom

“…The current research adds to a developing corpus of research indicating that FSR is initiated through the devoted attempts to earn students’ trust and establish a healthy relationship with them to offer a more productive, constructive, and entertaining classroom environment (Glazier, 2016; Thakur et al., 2019). However, reaching this stage requires time and effort, and even though FSR might not have an immediate result in an online setting, it can help learners cope and better adapt to such an environment (Almusharraf & Almusharraf, 2021; Overstreet, 2020). The research results help to understand the critical approaches to building rapport with students and employing interaction methods to enhance the productivity of online classrooms.…”

“…Second, Overstreet (2020) stresses communication strategies: connecting with students through short, targeted emails or discussion posts that include tips and reminders and emphasizing personal connections by sharing personal stories, clarifying expectations for assignments, and alerting students to deadlines. Lastly, social media applications are recommended for further interaction so that students can receive quick responses to questions, share thoughts, discuss difficulties or concerns, support each other on various tasks, and build-rapport (Almusharraf & Almusharraf, 2021).…”

EFL learners’ confidence, attitudes, and practice towards learning pronunciation

“…Such awareness would allow instructors to respect individual differences among EFL learners and set obtainable goals suitable for learners' communication needs (Pourhosein Gilakjani, 2016) to help learners build confidence and manage their pronunciation fears. It is also critical for an instructor to look into students' characteristics (e.g., introverts or extroverts) in order to comprehend their attitudes toward pronunciation (Almusharraf & Almusharraf, 2021). Curriculum designers should further incorporate pronunciation activities into course materials and allow opportunities for their implementation.…”