Social Interactions for Academic Purposes in Literature Classes for Non English Speakers

Abstract

Problem statement: This study reports how Learning Communities (LCs) and Online Learning Communities (OLCs) can improve Taiwanese EFL students’ lack of Social Interactions (SIs) and acdemic skills in literature classes (Y1, N = 40) by involving freshmen in a social process that encourages student-student and student-instructor discussion, interpretation, production and negotiation. Approach: The data collected from the database of the university learning management system in National Dong Hwa University, Taiwan indicates the level of collaborative learning expected by a student completing a literature class. The researcher used a 5-point Likert scale questionnaire designed by the university to assess students’ learning performance and satisfaction levels. Results: The use of LCs enhanced students’ social interactions which, in turn, helped to motivate students’ interactions in OLCs. Moreover, the use of both communities satisfied students’ learning needs, all of which contributed to developing their critical thinking. Conclusion: The study concludes with a discussion of the relative contribution of SIs that satisfies students’ learning needs for their academic skills."