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Effects of Participation in an Online Intercultural Exchange on Drivers of L2 Learning Motivation

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Title: Effects of Participation in an Online Intercultural Exchange on Drivers of L2 Learning Motivation
Language: English
Authors: Matthew Skidmore (ORCID 0000-0002-9541-8228)
Source: Language Teaching Research. 2026 30(1):430-448.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 19
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Learning, Intercultural Communication, Intercultural Programs, Student Motivation, Computer Mediated Communication, English (Second Language), Synchronous Communication, Asynchronous Communication, Influences, College Students, Foreign Countries, Student Attitudes
Geographic Terms: Brazil, Cote d'Ivoire, Japan, Mexico, Philippines, Spain, South Korea, Sri Lanka, Taiwan, Turkey
DOI: 10.1177/13621688231153622
ISSN: 1362-1688
1477-0954
Abstract: While computer-mediated communication and online exchanges between students in second language (L2) pedagogy and research has long been established, recent technological advances have seen a growth in the number of projects undertaken and consequently studies published. This study utilized a mixed-methods approach to measure the effects on specific aspects of motivation for students learning English following a 10-week, multicultural virtual exchange project. Participants interacted both synchronously and asynchronously with other non-native English speakers from 10 different countries to make friends, share cultural interests, and practice English in a real-world, non-classroom setting. At the end of the project, participants were asked to complete a survey based on Dörnyei's concept of the L2 motivational self system and Yashima's theories on international posture about how their motivations for learning English had changed. The study suggests that extended interactions in a virtual exchange improve participants' view of themselves as capable speakers, their motivation to become better speakers for their ideal future, and give them a broader perspective on their view of their place in the wider world. In contrast, motivations for learning English as a responsibility towards others were decreased.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493828
Database: ERIC
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  Data: Effects of Participation in an Online Intercultural Exchange on Drivers of L2 Learning Motivation
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  Data: <searchLink fieldCode="AR" term="%22Matthew+Skidmore%22">Matthew Skidmore</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9541-8228">0000-0002-9541-8228</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Language+Teaching+Research%22"><i>Language Teaching Research</i></searchLink>. 2026 30(1):430-448.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Communication%22">Intercultural Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Intercultural+Programs%22">Intercultural Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Synchronous+Communication%22">Synchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Asynchronous+Communication%22">Asynchronous Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Influences%22">Influences</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22Cote+d'Ivoire%22">Cote d'Ivoire</searchLink><br /><searchLink fieldCode="DE" term="%22Japan%22">Japan</searchLink><br /><searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink><br /><searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink><br /><searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink><br /><searchLink fieldCode="DE" term="%22Sri+Lanka%22">Sri Lanka</searchLink><br /><searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink><br /><searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: 10.1177/13621688231153622
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  Data: 1362-1688<br />1477-0954
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  Data: While computer-mediated communication and online exchanges between students in second language (L2) pedagogy and research has long been established, recent technological advances have seen a growth in the number of projects undertaken and consequently studies published. This study utilized a mixed-methods approach to measure the effects on specific aspects of motivation for students learning English following a 10-week, multicultural virtual exchange project. Participants interacted both synchronously and asynchronously with other non-native English speakers from 10 different countries to make friends, share cultural interests, and practice English in a real-world, non-classroom setting. At the end of the project, participants were asked to complete a survey based on Dörnyei's concept of the L2 motivational self system and Yashima's theories on international posture about how their motivations for learning English had changed. The study suggests that extended interactions in a virtual exchange improve participants' view of themselves as capable speakers, their motivation to become better speakers for their ideal future, and give them a broader perspective on their view of their place in the wider world. In contrast, motivations for learning English as a responsibility towards others were decreased.
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  Data: 2026
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  Data: EJ1493828
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        Value: 10.1177/13621688231153622
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    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Intercultural Communication
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      – SubjectFull: Intercultural Programs
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      – SubjectFull: Student Motivation
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      – SubjectFull: Turkey
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