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 |
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| Language: | English |
| Authors: | Matthew Skidmore (ORCID |
| 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 |
| 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. |
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| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231153622 |
