You are here:

Using Anonymity in Online Interactive EFL Learning: International Students’ Perceptions and Practices
ARTICLE

, The University of Sydney

IJEDICT Volume 15, Number 1, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies

Abstract

This case study aims at exploring Asian international English as a foreign language (EFL) students’ perceptions and employment of anonymity in online interactive learning, as well as its impacts on students’ learning practices in an Australian university context. Participants of the study were 154 Asian international EFL students enrolled in an Australian university. Multiple methods of data collection were administrated, including an online questionnaire with Five-point Likerts and open-ended questions, participants’ reflective reports and documents. Statistical descriptions were used to process the quantitative data. The qualitative evidence was categorized by themes and research questions. It was found that students’ perceptions and employment of anonymity were different in two types of interaction. In peer interaction, participants were positive to anonymity and had active engagement in learning by using pseudonyms. In teacher-involved interaction, anonymity was less used, and was less influential on students’ participation and production in EFL learning. It was also noticed that participants exaggerated the positive effect of anonymity on their engagement in interaction. Recommendations for future studies are provided on the base of these findings.

Citation

Chen, C. (2019). Using Anonymity in Online Interactive EFL Learning: International Students’ Perceptions and Practices. International Journal of Education and Development using ICT, 15(1),. Open Campus, The University of the West Indies, West Indies. Retrieved June 16, 2021 from .