Unraveling the Connections: English Proficiency, Motivational Orientations, and Online Community Engagement among ESP Students
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| Title: | Unraveling the Connections: English Proficiency, Motivational Orientations, and Online Community Engagement among ESP Students |
|---|---|
| Language: | English |
| Authors: | Jeongyeon Kim, Victoria Kim |
| Source: | English Teaching. 2024 79(1):25-48. |
| Availability: | Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Learning Motivation, Communities of Practice, Language Proficiency, English for Academic Purposes, Second Language Learning, Second Language Instruction, Class Activities, Feedback (Response), Teacher Student Relationship, Student Participation, Anxiety, Computer Mediated Communication, Language of Instruction, Student Attitudes, Self Efficacy, Comparative Analysis, Advanced Students, Novices, Peer Relationship, Technology Integration, Instructional Effectiveness, Foreign Countries, Undergraduate Students, Business Administration Education, Online Courses |
| Geographic Terms: | South Korea |
| ISSN: | 1017-7108 2671-9312 |
| Abstract: | This study addresses the scarcity of research examining technology's impact on learners of English as a foreign language in English for specific purposes (ESP) courses within English-medium instruction (EMI) programs. Focusing on a business communication course using a social question-answering platform, this study explores the interplay among English proficiency, motivational orientations, and online engagement. Surveying 126 university students via a mixed-method approach, this research identifies distinct motivational orientations (intrinsic, extrinsic, and self-efficacy) existing during class activities, influenced by proficiency levels, with notable differences in online participation between beginner and advanced learners. The findings suggest that while online activities enhance peer interaction and teacher feedback, they may trigger anxiety in beginners, potentially diminishing motivation and self-efficacy. These results emphasize the need to tailor technology integration to proficiency levels and motivational orientations in ESP/EMI settings. Practical recommendations are offered for educators aiming to implement effective online activities and provide targeted support, particularly for beginner learners, thereby bolstering their motivation and self-efficacy. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1424159 |
| Database: | ERIC |
| Abstract: | This study addresses the scarcity of research examining technology's impact on learners of English as a foreign language in English for specific purposes (ESP) courses within English-medium instruction (EMI) programs. Focusing on a business communication course using a social question-answering platform, this study explores the interplay among English proficiency, motivational orientations, and online engagement. Surveying 126 university students via a mixed-method approach, this research identifies distinct motivational orientations (intrinsic, extrinsic, and self-efficacy) existing during class activities, influenced by proficiency levels, with notable differences in online participation between beginner and advanced learners. The findings suggest that while online activities enhance peer interaction and teacher feedback, they may trigger anxiety in beginners, potentially diminishing motivation and self-efficacy. These results emphasize the need to tailor technology integration to proficiency levels and motivational orientations in ESP/EMI settings. Practical recommendations are offered for educators aiming to implement effective online activities and provide targeted support, particularly for beginner learners, thereby bolstering their motivation and self-efficacy. |
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| ISSN: | 1017-7108 2671-9312 |
