Abstract
Due to growing concerns regarding the effectiveness of full-scale online education, this study investigated motivational regulation strategies employed by tertiary-level English as a foreign language (EFL) learners taking a writing course via Zoom. Using a mixed method, this study examined a dataset comprising questionnaire responses of 154 Korean students with two proficiency levels and subsequent semi-structured interviews. Findings showed that the learners with a high English proficiency level utilized the instructor’s feedback significantly more than those having a low proficiency level. The high proficiency group also appreciated the Zoom context and the university-wide policy of English-medium instruction (EMI) significantly better than the other group. Finally, correlation analysis revealed significant relationship between the students’ uses of motivational regulation strategies and their responses to the context-dependent factors. For example, the strategic choice of instructor feedback was positively related to their perception of EMI. These findings are discussed for effective online EFL writing instruction in the post-pandemic era.
Highlights
Jeongyeon Kim and Victoria KimSince the outbreak and spread of COVID-19 in early 2020, educational sectors of all levels have experienced a dramatic shift
Kim, & Kweon, 2018; Nam, 2011), this study explores the ways in which context-dependent factors (English-medium instruction, online learning, and a native English-speaking instructor) relate to the uses of motivational regulation strategies of Korean EFL writers situated in the new full-fledged online learning environment
Foreign instructors, asynchronous online learning, synchronous Zoom learning, and the English-medium instruction (EMI)-enforced campus, all of which were specific to the FL learning context of the higher education (HE) institution
Summary
Jeongyeon Kim and Victoria KimSince the outbreak and spread of COVID-19 in early 2020, educational sectors of all levels have experienced a dramatic shift. With the closure of campuses, instructors and students alike have been required to quickly adapt to online stations This unexpected transition to a full-scale online educational environment has created many unforeseen challenges with growing concerns regarding its effectiveness in teaching and learning. According to a recent report by the Korea Education Development Institute (2020), six out of 16 topics related to education problems under the COVID-19 pandemic are highereducation oriented Those topics-including ‘search for future education changes,’ ‘online class implementation,’ ‘request for tuition reimbursement,’ ‘student support program,’ ‘difficulty in evaluating students,’ and ‘educational policy makers’ effective actions’amount to a demand that educational institutions optimize online classes to provide quality education with fair evaluation methods; but they accelerate reforms and systemize educational resources to respond appropriately to future disaster situations (Marcus, 2020)
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