The Influence of Cognitive Presence, Social Presence and Teaching Presence on Online Foreign Language Speaking Anxiety, L2 Motivational Self and Intended Effort-A Structural Equation Modeling Approach

Chen, Qihui; Sun, Wenting; Wang, Xiaoling

doi:10.5220/0010979000003182

Cited by 3 publications

(3 citation statements)

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“…The quantitative findings indicate that peer support in digital foreign language classes can bolster students' enjoyment and confidence while also exacerbating anxiety. This aligns with prior research demonstrating peer interaction has mixed implications for foreign language learning (Chen et al, 2022;Zheng and Zhou, 2023). Self-efficacy appears to serve as a mechanism through which peer support influences affective experiences, supporting previous research (Mastrocola and Flynn, 2017).…”

Section: Integration Of Quantitative and Qualitative Findingssupporting

confidence: 87%

Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy

Huang

2023

Front. Psychol.

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IntroductionWith the proliferation of online learning, understanding students’ affective experiences in digital foreign language courses has become imperative.MethodsThis mixed-methods study investigates how peer support and self-efficacy shape the emotional experiences of 502 Chinese undergraduate students in online English courses. Quantitative analyses using surveys were conducted to examine the relationships between peer support, self-efficacy, enjoyment, and anxiety. Qualitative analyses of interviews provided additional insights.ResultsQuantitative analyses reveal that peer support positively predicts higher levels of foreign language enjoyment and anxiety. Self-efficacy was found to partially mediate this relationship, with peer support strengthening self-efficacy, which, in turn, positively influences enjoyment and anxiety. Qualitative analyses provide converging yet nuanced insights into how peer support enhances self-efficacy and emotions beyond the surveys.DiscussionThe findings provide insight into optimizing online language courses through peer support and self-efficacy development tailored to diverse student needs. Limitations around sample selection, self-reported measures, and scope of relationships examined present opportunities for future research.

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Section: Integration Of Quantitative and Qualitative Findingssupporting

confidence: 87%

Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy

Huang

2023

Front. Psychol.

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“…It is the heart of learning and has constantly been found as main factor in students' learning accomplishment and contentment (Witt, Wheeless & Allen 2004). It is a virtual "visibility" of teachers in a VLE (Baker, 2010) representing 'methods' that instructors use to create the quality distance learning experiences that foster and sustain productive COI" (Chen, Sun & Wang, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

The Sense of “Being There” in Higher Indonesian Distance Learning

Suharno¹,

Suherdi²,

Gunawan³

2022

Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022)

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As distance learning has emerged as the imperative new mode of teaching and learning following the abrupt closure of schools and universities, the research on this area has significantly thrived. And in the case of Indonesia, numerous research on online learning has been documented since then. However, little attention has been paid to researching "teaching presence" (TP), one of the aspects of distance learning pedagogy that is empirically the main predictor of the success of online learning. Therefore, this research was aimed at investigating students' perspectives on their lecturers' TP brought into distance learning. The participants were 88 university students from four batches of English Language and Literature, and English Education study programs. The data were gathered through questionnaires and virtual interviews. The questionnaires were analyzed quantitatively using SPSS 25, conversely, the interviews were qualitatively analyzed with Nvivo 12 Plus. The study revealed that, to some degree, lectures were able to bring TP into distance learning. The research also confirmed that TP-relevant activities were highly appreciated as they contributed to students' better learning and sense of presence. Implications for teachers/lecturers and recommendations for future research are also presented.

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“…Previous research on social presence in online learning has highlighted its complexity, involving various factors such as communication, engagement, and collaboration (Natarajan & Joseph, 2022;Xu, Li, & Luo, 2021). Several strategies have been identified to enhance social presence in online learning environments, including facilitating student interaction and cooperation, promoting group cohesion and identification, providing timely feedback and support, and utilizing multimedia technologies to enhance learner engagement (Aldosari, Alramthi, & Eid, 2022;Chen, Sun, & Wang, 2022). However, in the Indonesian context, additional sociocultural aspects must be considered while building contact among students in virtual classrooms.…”

Section: Introductionmentioning

confidence: 99%

Social Presence And Academic Interaction In Online English Learning: Perspectives Of Teachers And Students In Two Public University Contexts

Nur,

Vega

2023

ELT Worldwide

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This study investigates the influence of social presence on online learning in Indonesian bachelor's degree programs. The objective is to identify effective strategies for enhancing students' online learning experiences by promoting social presence. Data was collected through 20 semi-structured interviews and 269 online surveys, analyzing qualitative and quantitative information. The findings highlight a significant positive relationship between social presence, engagement, happiness, and academic success in online courses. Notably, increasing one unit of social presence leads to a remarkable 10.28-point improvement in academic achievement. These results emphasize the importance of prioritizing interaction, collaboration, and community building in the online learning environment. Policymakers and educators can utilize these insights to design effective online courses tailored to bachelor's degree students' unique needs. By incorporating strategies that foster social presence and create a sense of belonging, educators can enhance students' engagement, satisfaction, and overall learning experiences. Therefore, this research underscores the significance of social presence in online learning and provides valuable insights to improve students' academic achievements and online learning experiences.

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The Influence of Cognitive Presence, Social Presence and Teaching Presence on Online Foreign Language Speaking Anxiety, L2 Motivational Self and Intended Effort-A Structural Equation Modeling Approach

Cited by 3 publications

References 0 publications

Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy

Examining the relationship between peer support and foreign language emotions in online learning: the mediating effect of self-efficacy

The Sense of “Being There” in Higher Indonesian Distance Learning

Social Presence And Academic Interaction In Online English Learning: Perspectives Of Teachers And Students In Two Public University Contexts

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