This study explores the experiences and perceptions of 59 first-year university students on flipped learning systems over the course of one semester. The students carried out three separate sessions of flipped methodology classes, utilising a variety of online tools for teaching and communicating with each other. Results indicated that while the students had very little prior knowledge and experience in a flipped classroom, they were generally positive in their initial perception of the learning strategy. Furthermore, the students fully embraced the entire process albeit with some apprehension regarding their peer's motivation and efficiency in conducting the flipped sessions. A pre-sessional survey was conducted at the start of the semester as well as post-sessional surveys after each flipped session to gauge any particular changes in the students' perceptions throughout the study. The overall findings showed positive reception from the students regarding flipped classrooms with notable mentions of improved confidence and the development of active learning approaches.
{"title":"University Student Perceptions on the Use of Online-Based Technology in Flipped Classrooms","authors":"Shana Mat Salleh","doi":"10.4018/ijcallt.310078","DOIUrl":"https://doi.org/10.4018/ijcallt.310078","url":null,"abstract":"This study explores the experiences and perceptions of 59 first-year university students on flipped learning systems over the course of one semester. The students carried out three separate sessions of flipped methodology classes, utilising a variety of online tools for teaching and communicating with each other. Results indicated that while the students had very little prior knowledge and experience in a flipped classroom, they were generally positive in their initial perception of the learning strategy. Furthermore, the students fully embraced the entire process albeit with some apprehension regarding their peer's motivation and efficiency in conducting the flipped sessions. A pre-sessional survey was conducted at the start of the semester as well as post-sessional surveys after each flipped session to gauge any particular changes in the students' perceptions throughout the study. The overall findings showed positive reception from the students regarding flipped classrooms with notable mentions of improved confidence and the development of active learning approaches.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78614679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was conducted to determine the level of ICT competencies among Malaysian language teachers at both primary and secondary schools. The focus of this study was on four specific domains: 1) technological concepts and operational skills; 2) pedagogical skills; 3) professional skills; and 4) social, ethics, and security skills. These skills were developed based on the guidelines provided by the International Society for Technology in Education (ISTE). The sample comprised 761 teachers. The findings of the study showed significant differences (p<.05) between primary and secondary school teachers in their ICT competencies with significant differences in the domains related to technological concepts and operational skills and social, ethical, and security skills. However, there were no significant differences (p>.05) in terms of pedagogical and professional skills between primary and secondary school teachers.
{"title":"Malaysian Language Teachers' ICT Competencies","authors":"Soon Seng Thah","doi":"10.4018/ijcallt.310081","DOIUrl":"https://doi.org/10.4018/ijcallt.310081","url":null,"abstract":"This study was conducted to determine the level of ICT competencies among Malaysian language teachers at both primary and secondary schools. The focus of this study was on four specific domains: 1) technological concepts and operational skills; 2) pedagogical skills; 3) professional skills; and 4) social, ethics, and security skills. These skills were developed based on the guidelines provided by the International Society for Technology in Education (ISTE). The sample comprised 761 teachers. The findings of the study showed significant differences (p<.05) between primary and secondary school teachers in their ICT competencies with significant differences in the domains related to technological concepts and operational skills and social, ethical, and security skills. However, there were no significant differences (p>.05) in terms of pedagogical and professional skills between primary and secondary school teachers.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80256171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-01DOI: 10.4135/9781452206905.n164
Van Huynh Ha Le, Oanh Thi Kieu Doan
Collaborative learning is an educational approach that allows learners to learn effectively in groups and construct new knowledge together. Online collaborative learning takes place on an online platform. This educational approach is evaluated as an effective solution to the learner's isolation in online courses. This action research aims to investigate the impact of online collaborative learning by designing comic books on diminishing the learner's isolation and exploring the obstacles to making online comic books. One hundred fifty freshmen at Van Lang University, Vietnam took part in a 10-week project. The action research method was used in combination with three data collection instruments: notes, questionnaires, and focused group interviews. The findings indicate that online collaborative learning with comics can remove the isolation feelings and bring a sense of community to online learners. The research also pointed out difficulties that may arise during designing comics. The action plan has pedagogical values and should be duplicated for the sake of online learning and teaching.
{"title":"Comic Books","authors":"Van Huynh Ha Le, Oanh Thi Kieu Doan","doi":"10.4135/9781452206905.n164","DOIUrl":"https://doi.org/10.4135/9781452206905.n164","url":null,"abstract":"Collaborative learning is an educational approach that allows learners to learn effectively in groups and construct new knowledge together. Online collaborative learning takes place on an online platform. This educational approach is evaluated as an effective solution to the learner's isolation in online courses. This action research aims to investigate the impact of online collaborative learning by designing comic books on diminishing the learner's isolation and exploring the obstacles to making online comic books. One hundred fifty freshmen at Van Lang University, Vietnam took part in a 10-week project. The action research method was used in combination with three data collection instruments: notes, questionnaires, and focused group interviews. The findings indicate that online collaborative learning with comics can remove the isolation feelings and bring a sense of community to online learners. The research also pointed out difficulties that may arise during designing comics. The action plan has pedagogical values and should be duplicated for the sake of online learning and teaching.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87088370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chee Hao Sue, S. M. Thang, H. K. Wong, Jennifer Poh Sim Tan, Fung Lan Loo, Rosalind Ahju
Many studies have been conducted on the development of young children; however, not many have explored the cognitive processes of prereaders. The eye-tracker has been used with success to investigate the cognitive processes of young children abroad, but such studies are lacking in Malaysia. This study used an experimental procedure created with eye-tracking technology on 22 prereaders (aged 5 to 6) in a Malaysian kindergarten. The prereaders were exposed to four conditions: (1) listening to narration and viewing a congruent picture with text, (2) listening to narration and viewing an incongruent picture with text, (3) viewing a picture with text without narration, and (4) listening to narration and viewing a text. The main objective of this project is to test which content of pictures helps the students understand the narration and the text, and how they use visual attention to build a better understanding. The findings revealed that children strongly preferred pictures to texts, but when the narration was not present, they spent more time looking at the text.
{"title":"To What Extent Do Pictures Support Malaysian Children's Comprehension of Stories?","authors":"Chee Hao Sue, S. M. Thang, H. K. Wong, Jennifer Poh Sim Tan, Fung Lan Loo, Rosalind Ahju","doi":"10.4018/ijcallt.310080","DOIUrl":"https://doi.org/10.4018/ijcallt.310080","url":null,"abstract":"Many studies have been conducted on the development of young children; however, not many have explored the cognitive processes of prereaders. The eye-tracker has been used with success to investigate the cognitive processes of young children abroad, but such studies are lacking in Malaysia. This study used an experimental procedure created with eye-tracking technology on 22 prereaders (aged 5 to 6) in a Malaysian kindergarten. The prereaders were exposed to four conditions: (1) listening to narration and viewing a congruent picture with text, (2) listening to narration and viewing an incongruent picture with text, (3) viewing a picture with text without narration, and (4) listening to narration and viewing a text. The main objective of this project is to test which content of pictures helps the students understand the narration and the text, and how they use visual attention to build a better understanding. The findings revealed that children strongly preferred pictures to texts, but when the narration was not present, they spent more time looking at the text.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72856982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Higher education requires a different approach to teaching and learning since modern-day students no longer have the same learning needs as they had in the past. Project-based learning (PBL) is an active and dynamic approach to language teaching that makes it possible for the language students to gain transferable and applicable knowledge, skills and insights, and it also contributes to support and enhance virtual exchanges (VE), especially when it comes to developing intercultural communicative competence and using digital technologies. This paper is aimed at showing the results of using PBL in VE contexts to develop intercultural communicative competence of Costa Rican and Japanese EFL students by implementing some ideas from the Council of Europe’s Reference Framework of Competences for Democratic Culture (FRCDC). The results suggest that implementing PBL in VE contexts to develop intercultural communicative competence of Costa Rican and Japanese EFL students had an impact on the participants’ skills, values, attitudes, and knowledge and critical understanding.
{"title":"Project-Based Learning to Develop Intercultural Communicative Competence in Virtual Exchange Contexts","authors":"A. Peraza, Yumiko Furumura","doi":"10.4018/ijcallt.307059","DOIUrl":"https://doi.org/10.4018/ijcallt.307059","url":null,"abstract":"Higher education requires a different approach to teaching and learning since modern-day students no longer have the same learning needs as they had in the past. Project-based learning (PBL) is an active and dynamic approach to language teaching that makes it possible for the language students to gain transferable and applicable knowledge, skills and insights, and it also contributes to support and enhance virtual exchanges (VE), especially when it comes to developing intercultural communicative competence and using digital technologies. This paper is aimed at showing the results of using PBL in VE contexts to develop intercultural communicative competence of Costa Rican and Japanese EFL students by implementing some ideas from the Council of Europe’s Reference Framework of Competences for Democratic Culture (FRCDC). The results suggest that implementing PBL in VE contexts to develop intercultural communicative competence of Costa Rican and Japanese EFL students had an impact on the participants’ skills, values, attitudes, and knowledge and critical understanding.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74260181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the COVID-19 pandemic, most classes in higher education were offered online, and student and staff mobility came to a sudden halt. With its focus on online interaction and collaboration between students from different cultural backgrounds, Virtual Exchange (VE) has presented itself as an excellent opportunity to students and educators to combine the benefits of both digitalization and internationalization. This paper looks at the role of a series of factors in the interdisciplinary VE called 'The new normality,' which took place between BA Social Psychology students at a large public research institution in Eastern Spain and students from different BAs enrolled in Spanish proficiency courses at large public research university in the North of the Netherlands. This project had two main goals: 1) to create an environment for students to share their pandemic experiences across cultures and disciplines; 2) to determine to what extent this exchange of ideas contributed to the development of students’ intercultural awareness and competence and communicative competence.
{"title":"The Power of Virtual Exchange as an Overarching Tool to Unify Language, Culture, and Communication","authors":"Gerdientje Oggel, Cristina Pascual Aibar, Mirjana Fildjokic","doi":"10.4018/ijcallt.307060","DOIUrl":"https://doi.org/10.4018/ijcallt.307060","url":null,"abstract":"During the COVID-19 pandemic, most classes in higher education were offered online, and student and staff mobility came to a sudden halt. With its focus on online interaction and collaboration between students from different cultural backgrounds, Virtual Exchange (VE) has presented itself as an excellent opportunity to students and educators to combine the benefits of both digitalization and internationalization. This paper looks at the role of a series of factors in the interdisciplinary VE called 'The new normality,' which took place between BA Social Psychology students at a large public research institution in Eastern Spain and students from different BAs enrolled in Spanish proficiency courses at large public research university in the North of the Netherlands. This project had two main goals: 1) to create an environment for students to share their pandemic experiences across cultures and disciplines; 2) to determine to what extent this exchange of ideas contributed to the development of students’ intercultural awareness and competence and communicative competence.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89918933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to report on the impact of the BMELTET project ‘Blending MOOCs into English Language Teaching Education with Telecollaboration' in EFL pre-service teacher education in Florida Universitària in València (Spain) with their counterparts from the UK and China. The present study will offer the views of FU students' perceptions on the development of their TEFL specific competences. Data were collected through surveys, a focus group, and personal interviews on how their experience in BMELTET influenced their in-class professional practice. Results suggest that participants appreciated the chance of being part of a Virtual Exchange and considered that they had developed subject specific competences, particularly planning CLIL projects, teaching English for primary education and practicing their language skills. In addition, some of them transferred that knowledge to their eTwinning and Erasmus projects when in-service and highlighted the improvements in their intercultural communicative competence and their ability to teach it.
{"title":"Exploring The Impact of Integrating a MOOC-VE Blend Within English Language Pre-Service Teacher Education","authors":"Abraham Cerveró-Carrascosa","doi":"10.4018/ijcallt.307062","DOIUrl":"https://doi.org/10.4018/ijcallt.307062","url":null,"abstract":"The aim of this paper is to report on the impact of the BMELTET project ‘Blending MOOCs into English Language Teaching Education with Telecollaboration' in EFL pre-service teacher education in Florida Universitària in València (Spain) with their counterparts from the UK and China. The present study will offer the views of FU students' perceptions on the development of their TEFL specific competences. Data were collected through surveys, a focus group, and personal interviews on how their experience in BMELTET influenced their in-class professional practice. Results suggest that participants appreciated the chance of being part of a Virtual Exchange and considered that they had developed subject specific competences, particularly planning CLIL projects, teaching English for primary education and practicing their language skills. In addition, some of them transferred that knowledge to their eTwinning and Erasmus projects when in-service and highlighted the improvements in their intercultural communicative competence and their ability to teach it.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77587110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virtual exchange (VE) has grown out of telecollaboration, which originated in the language-teaching field, and has now expanded to all areas of knowledge as a collaborative methodology to enhance learning and fostering soft skills and intercultural competences. VE has recently received growing interest from higher education institutions due to the COVID-19 pandemic and the reduction in physical mobility. This article reports a study on the strategies used by non-language specialist professors for facilitating communication in a foreign language in VE within the Brazilian Virtual Exchange (BRaVE). Data collection and analysis involved qualitative research methodology through analyzing participants’ reflections. Implications for the field of applied linguistics point to the need for a theoretical framework for VE as an interdisciplinary field. This would serve the purpose to train professors to design and implement activities that involve foreign language communication.
{"title":"Foreign Language Communication in Virtual Exchanges","authors":"A. C. B. Salomão","doi":"10.4018/ijcallt.307061","DOIUrl":"https://doi.org/10.4018/ijcallt.307061","url":null,"abstract":"Virtual exchange (VE) has grown out of telecollaboration, which originated in the language-teaching field, and has now expanded to all areas of knowledge as a collaborative methodology to enhance learning and fostering soft skills and intercultural competences. VE has recently received growing interest from higher education institutions due to the COVID-19 pandemic and the reduction in physical mobility. This article reports a study on the strategies used by non-language specialist professors for facilitating communication in a foreign language in VE within the Brazilian Virtual Exchange (BRaVE). Data collection and analysis involved qualitative research methodology through analyzing participants’ reflections. Implications for the field of applied linguistics point to the need for a theoretical framework for VE as an interdisciplinary field. This would serve the purpose to train professors to design and implement activities that involve foreign language communication.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74465450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
From a sociocultural perspective, this case study explored two intermediate-level Chinese university EFL students’ multi-dimensional engagement with asynchronous computer-mediated mode of peer feedback. Data sources included student drafts, peer feedback, think-aloud protocols, stimulated recall, and semi-structured interviews. The two students displayed different responses to asynchronous computer-mediated peer feedback with different foci when engaging with it affectively, cognitively, and behaviorally. In particular, their cognitive engagement was characterized by noticing and interpretation, evaluation, and decision-making. The two student writers’ engagement was not just related to the computer-mediated mode of peer feedback, but also to their motives and roles adopted in the activity of engaging with peer feedback, both of which may be influenced by the community (i.e., the classroom instructional context), its rule (i.e., word limit), and the division of labour in the community (i.e., the role adopted by student reviewer). Pedagogical implications are discussed.
{"title":"Exploring Student Engagement With Computer-Mediated Peer Feedback on L2 Writing","authors":"Maggie Ma","doi":"10.4018/ijcallt.305828","DOIUrl":"https://doi.org/10.4018/ijcallt.305828","url":null,"abstract":"From a sociocultural perspective, this case study explored two intermediate-level Chinese university EFL students’ multi-dimensional engagement with asynchronous computer-mediated mode of peer feedback. Data sources included student drafts, peer feedback, think-aloud protocols, stimulated recall, and semi-structured interviews. The two students displayed different responses to asynchronous computer-mediated peer feedback with different foci when engaging with it affectively, cognitively, and behaviorally. In particular, their cognitive engagement was characterized by noticing and interpretation, evaluation, and decision-making. The two student writers’ engagement was not just related to the computer-mediated mode of peer feedback, but also to their motives and roles adopted in the activity of engaging with peer feedback, both of which may be influenced by the community (i.e., the classroom instructional context), its rule (i.e., word limit), and the division of labour in the community (i.e., the role adopted by student reviewer). Pedagogical implications are discussed.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78703719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This quantitative study takes an ecological perspective by examining classroom environmental variables, student motivational factors and their relationship with form-focused and meaning-focused in-class willingness to communicate (WtC) during a fully online English as a Foreign Language programme at a Macau university. Statistically significant multiple regression results identified a moderate and strong overall relationship between these environmental and student motivational factors with in-class meaning-focused (adjusted R2 = 0.47, p < .01) and form-focused (adjusted R2 = 0.53, p < .01) WtC. In addition, regression results indicated task orientation, student group cohesiveness, and desire to learn English as the most important predictor variables for both types of in-class WtC. Weak relationships were evident between WtC with teacher support and motivation intensity. The results suggest that well-developed tasks and strong student group cohesiveness are fundamental considerations for fully online programme design for encouraging WtC.
本定量研究从生态学的角度，考察了澳门某大学英语作为外语课程的课堂环境变量、学生动机因素及其与课堂交流意愿(WtC)的关系。多元回归结果显示，这些环境和学生动机因素与课堂意义关注(调整R2 = 0.47, p < 0.01)和形式关注(调整R2 = 0.53, p < 0.01)的WtC之间存在中度和强的整体关系。此外，回归结果显示，任务导向、学生群体凝聚力和学习英语的愿望是这两种类型的课堂WtC最重要的预测变量。WtC与教师支持、动机强度之间呈弱相关。结果表明，完善的任务和强大的学生群体凝聚力是完全在线课程设计以鼓励WtC的基本考虑因素。
{"title":"The Influence of Contextual and Motivational Variables on Willingness to Communicate in Fully Online EFL Programmes","authors":"S. Grant","doi":"10.4018/ijcallt.305827","DOIUrl":"https://doi.org/10.4018/ijcallt.305827","url":null,"abstract":"This quantitative study takes an ecological perspective by examining classroom environmental variables, student motivational factors and their relationship with form-focused and meaning-focused in-class willingness to communicate (WtC) during a fully online English as a Foreign Language programme at a Macau university. Statistically significant multiple regression results identified a moderate and strong overall relationship between these environmental and student motivational factors with in-class meaning-focused (adjusted R2 = 0.47, p < .01) and form-focused (adjusted R2 = 0.53, p < .01) WtC. In addition, regression results indicated task orientation, student group cohesiveness, and desire to learn English as the most important predictor variables for both types of in-class WtC. Weak relationships were evident between WtC with teacher support and motivation intensity. The results suggest that well-developed tasks and strong student group cohesiveness are fundamental considerations for fully online programme design for encouraging WtC.","PeriodicalId":43610,"journal":{"name":"International Journal of Computer-Assisted Language Learning and Teaching","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75873454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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