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the role of online l2 motivational self system in predicting efl learners’ online achievements: the case of language massive open online course (lmooc)
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نویسنده
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rahimi amir reza
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منبع
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پژوهش نامه آموزش زبان فارسي به غير فارسي زبانان - 1401 - دوره : 11 - شماره : 2 - صفحه:145 -162
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چکیده
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Massive open online courses (moocs) have high drop out and low course completion rates, causing stakeholders’ greatest concern. as these open and flexible online courses acquire self paced language learners, many psychological factors are simultaneously considered for helping enrollees learn the online language successfully. among the psychological factors associated with self directed language learning, motivation is one of the critical factors. it is, therefore, crucial to identify how online motivation can be incorporated into language massive open online courses (lmoocs). this quantitative study explores online motivation’s role in predicting iranian english as a foreign language (efl) learners’ online achievements. to do so, 353 iranian efl learners from tehran and karaj participated in the current studied during the outbreak of covid 19, learned english online on the canvas platform, answered the online language learning motivation (ollm) questionnaire developed by zheng et al. (2018) and took an online test. using linear regression, it was determined that only instrumentality promotion and instrumentality prevention were capable of predicting iranian efl learners’ online achievement. furthermore, males outperformed females in lmoocs. the researcher recommended that lmoocs’ stakeholders escalate their learning communities and provide more extrinsic rewards for language learners to learn online in lmoocs successfully.
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کلیدواژه
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english as a foreign language (efl) learners ,online language learning motivation (ollm) ,online achievement ,language massive openonline courses (lmoocs) ,emergency remote language teaching
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آدرس
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traducció i comunicació university of valencia, literatures and cultures and its applications facultat de filologia, spain
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پست الکترونیکی
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rahimia891@gmail.com
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the role of online l2 motivational self system in predicting efl learners’ online achievements: the case of language massive open online course (lmooc)
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Authors
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Abstract
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massive open online courses (moocs) have high drop out and low course completion rates, causing stakeholders’ greatest concern. as these open and flexible online courses acquire self paced language learners, many psychological factors are simultaneously considered for helping enrollees learn the online language successfully. among the psychological factors associated with self directed language learning, motivation is one of the critical factors. it is, therefore, crucial to identify how online motivation can be incorporated into language massive open online courses (lmoocs). this quantitative study explores online motivation’s role in predicting iranian english as a foreign language (efl) learners’ online achievements. to do so, 353 iranian efl learners from tehran and karaj participated in the current studied during the outbreak of covid 19, learned english online on the canvas platform, answered the online language learning motivation (ollm) questionnaire developed by zheng et al. (2018) and took an online test. using linear regression, it was determined that only instrumentality promotion and instrumentality prevention were capable of predicting iranian efl learners’ online achievement. furthermore, males outperformed females in lmoocs. the researcher recommended that lmoocs’ stakeholders escalate their learning communities and provide more extrinsic rewards for language learners to learn online in lmoocs successfully.
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