Promotion of EFL Student Motivation, Confidence, and Satisfaction Via a Learning Spiral, Peer-Scaffolding, and CMC
Wen-Chi Wu, Providence University, Taiwan ; Michael Marek, Wayne State College, United States ; Ling Yen, National Central University, Taiwan
IJCALLT Volume 2, Number 3, ISSN 2155-7098 Publisher: IGI Global
This study presents an EFL (English as a Foreign Language) instructional model in which peer interaction improves motivation, confidence, satisfaction, and actual performance of students. Researchers used peer interaction for repeated assignments via Computer-Mediated Communication (CMC) to study how focused peer interaction contributes to changes in the four factors. EFL students in Taiwan interacted “live” via the Internet with a native English speaker in America. Integrative and instrumental motivation, satisfaction, confidence, and actual performance all improved as a result of the peer interaction with CMC methodology. Affective variables, such as anxiety, motivation, and self-efficacy, coupled with positive peer dynamics and teacher support, all influenced the students’ reported motivation, confidence, and satisfaction. This EFL instructional model has two strengths: 1) it demonstrates that peer interaction, properly channeled, results in improved motivation, confidence, satisfaction, and actual performance, and that, 2) CMC expands the engagement of students using peer learning, resulting in improved learning compared to traditional instruction.
Wu, W.C., Marek, M. & Yen, L. (2012). Promotion of EFL Student Motivation, Confidence, and Satisfaction Via a Learning Spiral, Peer-Scaffolding, and CMC. International Journal of Computer-Assisted Language Learning and Teaching, 2(3), 54-75. IGI Global.