View in EDS PDF Full Text

An Investigation of the Effects of EFL Students' Self-efficacy in an Asynchronous Online Course with Interactive Contents.

Saved in:
Bibliographic Details
Title: An Investigation of the Effects of EFL Students' Self-efficacy in an Asynchronous Online Course with Interactive Contents.
Authors: Yu-Ching Tseng1 ychtseng@mail.tku.edu.tw, Chen, Mei-Rong Alice2 mralice@scu.edu.tw, Yi-Hsuan Lin3 lyx29@ulive.pccu.edu.tw
Source: Educational Technology & Society. Oct2023, Vol. 26 Issue 4, p1-13. 13p.
Subject Terms: *Online education, *Self-efficacy in students, *Autodidacticism, *Interactive learning, *Learner autonomy
Abstract: This study investigates the role of self-efficacy in an asynchronous online English course enriched with interactive features. Self-efficacy is a strong predictor of academic achievement in conventional classrooms. However, when learning happens in an online environment, the students' learning achievement is also affected by their psychological perceptions of online learning. In this study, the relationship between self-efficacy and affective factors (i.e., learner autonomy, learner--content interaction, and perceptions toward transactional distance) was investigated. The aims of this study were to identify the influence of different levels of self-efficacy on these factors and to explore their relationships in an online EFL course. In total, 286 students were administered the questionnaires before and after the curriculum to probe their self-perception of these affective variables. When asynchronous interactive learning materials came into play, learners with different levels of self-efficacy make statistically different learning achievements. The statistically significant differences were also found between the student's self-efficacy level, their learner autonomy, and their perception toward the interactive contents. However, the difference was not significant between self-efficacy and transactional distance. The cost of asynchronous learning is an increasing transactional distance due to the lack of instructor-earner interaction. This study suggests that interactive content triggered an opposite effect by making the instructor's role invisible rather than absent. A good online course must balance the student's self-determined learning and flexibility with the course structure. Interactive learning content can keep the balance between developing learner autonomy and fostering engagement by dissolving the teacher's role into interactive course material. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 172897643
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: An Investigation of the Effects of EFL Students' Self-efficacy in an Asynchronous Online Course with Interactive Contents.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Yu-Ching+Tseng%22">Yu-Ching Tseng</searchLink><relatesTo>1</relatesTo><i> ychtseng@mail.tku.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Chen%2C+Mei-Rong+Alice%22">Chen, Mei-Rong Alice</searchLink><relatesTo>2</relatesTo><i> mralice@scu.edu.tw</i><br /><searchLink fieldCode="AR" term="%22Yi-Hsuan+Lin%22">Yi-Hsuan Lin</searchLink><relatesTo>3</relatesTo><i> lyx29@ulive.pccu.edu.tw</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+%26+Society%22">Educational Technology & Society</searchLink>. Oct2023, Vol. 26 Issue 4, p1-13. 13p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Interactive+learning%22">Interactive learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Learner+autonomy%22">Learner autonomy</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigates the role of self-efficacy in an asynchronous online English course enriched with interactive features. Self-efficacy is a strong predictor of academic achievement in conventional classrooms. However, when learning happens in an online environment, the students' learning achievement is also affected by their psychological perceptions of online learning. In this study, the relationship between self-efficacy and affective factors (i.e., learner autonomy, learner--content interaction, and perceptions toward transactional distance) was investigated. The aims of this study were to identify the influence of different levels of self-efficacy on these factors and to explore their relationships in an online EFL course. In total, 286 students were administered the questionnaires before and after the curriculum to probe their self-perception of these affective variables. When asynchronous interactive learning materials came into play, learners with different levels of self-efficacy make statistically different learning achievements. The statistically significant differences were also found between the student's self-efficacy level, their learner autonomy, and their perception toward the interactive contents. However, the difference was not significant between self-efficacy and transactional distance. The cost of asynchronous learning is an increasing transactional distance due to the lack of instructor-earner interaction. This study suggests that interactive content triggered an opposite effect by making the instructor's role invisible rather than absent. A good online course must balance the student's self-determined learning and flexibility with the course structure. Interactive learning content can keep the balance between developing learner autonomy and fostering engagement by dissolving the teacher's role into interactive course material. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Technology & Society is the property of International Forum of Educational Technology & Society (IFETS) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=172897643
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.30191/ETS.202310_26(4).0001
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 1
    Subjects:
      – SubjectFull: Online education
        Type: general
      – SubjectFull: Self-efficacy in students
        Type: general
      – SubjectFull: Autodidacticism
        Type: general
      – SubjectFull: Interactive learning
        Type: general
      – SubjectFull: Learner autonomy
        Type: general
    Titles:
      – TitleFull: An Investigation of the Effects of EFL Students' Self-efficacy in an Asynchronous Online Course with Interactive Contents.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Yu-Ching Tseng
      – PersonEntity:
          Name:
            NameFull: Chen, Mei-Rong Alice
      – PersonEntity:
          Name:
            NameFull: Yi-Hsuan Lin
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 10
              Text: Oct2023
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 11763647
          Numbering:
            – Type: volume
              Value: 26
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Educational Technology & Society
              Type: main
ResultId 1