Cited by 192Online and Blended LearningEnglish Language Learning and TeachingEFL/ESL Teaching and Learning

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Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context

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Bailey, Daniel, Almusharraf, Norah, Hatcher, Ryan·2021·Education and Information Technologies

DOI 10.1007/s10639-020-10369-zPMC PMC7641871

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Abstract

Intrinsic value is related to intrinsic motivation and influences learners' decisions to begin, continue, and return to learning tasks. In the context of a fully online foreign language English course, we used structural equation modeling to explore the motivation for asynchronous collaborative writing practice, motivation for video-synchronous speaking practice, course satisfaction, and the mediating effect course satisfaction has on behavioral intentions to use language learning technology. Cross-sectional survey results (n = 186) revealed that students who were motivated by asynchronous online collaborative writing were more likely to enjoy online learning in general when compared to students who reported motivation for video-synchronous online speaking practice. Moreover, the relationship between motivation for collaborative writing and behavioral intentions to use language learning technology was mediated by course satisfaction. A follow-up open-ended survey (n = 65) revealed that students held positive views for online second language writing and speaking practice overall but for distinctly different reasons. The findings are discussed in terms of their theoretical implications for modeling e-learning approaches with significance for promoting instructional training effectiveness and transformative learning.

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Authors: Bailey, D., Almusharraf, N., & Hatcher, R.
Affiliations: Konkuk University (KR)
Prince Sultan University (SA)
Hannam University (KR)
Corresponding author: Almusharraf, Norah
ORCID: Bailey, Daniel
Almusharraf, Norah
Venue: Education and Information Technologies
Publisher: Springer Science and Business Media LLC
Published: 2020-11-05
Volume: 26
Issue: 3
Pages: 2563-2583
ISSN: 1360-2357 (ISSN-L)
1573-7608
DOI: 10.1007/s10639-020-10369-z
PMC: PMC7641871
OpenAlex: W3095305349
Cited by: 192
References: 58
Citations by year: 2026: 15 · 2025: 34 · 2024: 41 · 2023: 42 · 2022: 40 · 2021: 20
FWCI: 38.70
Type: journal article
Language: en
Open access: bronze
doi.org
Licence: www.springernature.com/gp/researchers/text-and-data-mining (tdm)
www.springernature.com/gp/researchers/text-and-data-mining (vor)
Locations: Education and Information Technologies (publishedVersion)
PubMed Central (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Education › Online and Blended Learning
Social Sciences › Education › English Language Learning and Teaching
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords: intrinsic motivation, course satisfaction, asynchronous communication, synchronous communication, online language learning, collaborative writing, videoconferencing, second language speaking, behavioral intention, technology-enhanced language learning, online learning, transformative learning

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Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context

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