The DOI matches its Crossref record; 57 of the 58 references it cites were found in a registry or an index.
Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context
Open accessAbstract
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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“Research has demonstrated a connection between employing GenAI technologies and fostering these critical and problem-solving skills.”
From The Mediating Role of Generative AI Self-Regulation on Students’ Critical Thinking and Problem-Solving (2024) · cites this paper as [12]
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Zhou, X., Teng, D., & Al-Samarraie, H. (2024) · Education Sciences · doi:10.3390/educsci14121302 · Cited by 119
“For example, Bailey and Alumusharraf [12] observed that certain chatbot-generated questions are very useful in aiding and nurturing students’ initial critical thinking stages, such as memorisation and evaluation of content, thereby enhancing their comprehension.”
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Effect of animated and interactive video variations on learners' motivation in distance Education
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Metadata
- Authors
- Bailey, D., Almusharraf, N., & Hatcher, R.
- Affiliations
- Konkuk University (KR)
- Prince Sultan University (SA)
- Hannam University (KR)
- Corresponding author
- Almusharraf, Norah
- Venue
- Education and Information Technologies
- Published
- 2020-11-05
- Volume
- 26
- Issue
- 3
- Pages
- 2563-2583
- ISSN
- 1360-2357 (ISSN-L)
- 1573-7608
- 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
- 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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