Effects of online L2 learning experiences on L2 selves
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This study considered the social emergency of the COVID-19 pandemic. It utilized quantitative methods to investigate the L2 self-images (i.e., ideal L2 self, ought-to L2 self, and feared L2 self) held by EFL college students in formal online English classes, based on Dörnyei’s (2005) L2 Motivational Self System. Meanwhile, this research proved the influence of students’ online L2 learning experience, which includes four components (their attitude towards the teacher, classmates, L2 learning environment, and curriculum) on their L2 self-images. The results showed that the ought-to L2 self was prominent during online English classes in comparison to the ideal one. The extent to which the attitudes toward teachers, learning environment, and curriculum affect these two self- images was the main reason for the differences between them. On the other hand, participants’ feared L2 self did not show dominance, and it was not significantly influenced by the online learning experiences. Study findings help L2 educators to understand how these immediate learning experiences influence their students’ L2 motivation. It enables them to moderate online English classes effectively and helps their students develop positive L2-related self-images.
Abstract
This study considered the social emergency of the COVID-19 pandemic. It utilized quantitative methods to investigate the L2 self-images (i.e., ideal L2 self, ought-to L2 self, and feared L2 self) held by EFL college students in formal online English classes, based on Dörnyei’s (2005) L2 Motivational Self System. Meanwhile, this research proved the influence of students’ online L2 learning experience, which includes four components (their attitude towards the teacher, classmates, L2 learning environment, and curriculum) on their L2 self-images. The results showed that the ought-to L2 self was prominent during online English classes in comparison to the ideal one. The extent to which the attitudes toward teachers, learning environment, and curriculum affect these two self- images was the main reason for the differences between them. On the other hand, participants’ feared L2 self did not show dominance, and it was not significantly influenced by the online learning experiences. Study findings help L2 educators to understand how these immediate learning experiences influence their students’ L2 motivation. It enables them to moderate online English classes effectively and helps their students develop positive L2-related self-images.
참고문헌 (46)
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