The Relationships among the Presences of Community of Inquiry and the Perceptions of EFL College Students in Online Learning
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The present study explores the relationship between student perceptions on L2 online activities and their perceived proficiency and confidence improvement. The study adapted a Community of Inquiry (CoI) framework to understand student perceptions of an L2 online learning community. Involving 124 EFL college first-year students, the study employed a Korean version of the CoI survey instrument to measure student perceptions on teaching presence, social presence, and cognitive presence, which are the three core elements of the CoI framework. The relationship between the variables was investigated through correlation analysis. Student’s reflections on the online activities were qualitatively analyzed based on the respective indicators of teaching presence, social presence, and cognitive presence. The results showed all three presences were interrelated. Moreover, the presences positively influenced their perceptions on the improvement of language proficiency and confidence after participating in the L2 online community. The findings of the current study indicate that the student’s perceptions of the L2 online learning community promote language learning and confidence in L2 use. The pedagogical implications of this study are discussed in ways to foster the L2 learning community and to enhance its efficacy.
Abstract
The present study explores the relationship between student perceptions on L2 online activities and their perceived proficiency and confidence improvement. The study adapted a Community of Inquiry (CoI) framework to understand student perceptions of an L2 online learning community. Involving 124 EFL college first-year students, the study employed a Korean version of the CoI survey instrument to measure student perceptions on teaching presence, social presence, and cognitive presence, which are the three core elements of the CoI framework. The relationship between the variables was investigated through correlation analysis. Student’s reflections on the online activities were qualitatively analyzed based on the respective indicators of teaching presence, social presence, and cognitive presence. The results showed all three presences were interrelated. Moreover, the presences positively influenced their perceptions on the improvement of language proficiency and confidence after participating in the L2 online community. The findings of the current study indicate that the student’s perceptions of the L2 online learning community promote language learning and confidence in L2 use. The pedagogical implications of this study are discussed in ways to foster the L2 learning community and to enhance its efficacy.
참고문헌 (52)
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