Comparing Motivation, Anxiety, Learning Community, and Oral Proficiency in Two Online Courses with Different Teaching Modalities

Juliette D Duthoit, Purdue University

Abstract

With the recent surge of online language learning, it is important to explore the different possible modalities of online learning and the factors that could influence the success of those modalities in language learning. This study found differences in (1) motivation, (2) anxiety, (3) perception of the learning community, and (4) oral proficiency of beginner learners of French in two online sections: one on-campus section with 15 students located on campus or in the same state who could participate in synchronous class zoom, and one distance section with 13 students located all over the world who could only participate in small-group zoom meetings. At the end of the semester, 24 participants filled surveys evaluating their motivation, level of anxiety, and connection with other students in the section. Qualitative and quantitative data from the surveys were collected and analyzed in terms of motivation, anxiety, and perception of the learning community. Twenty-six participants also completed oral production assignments (individual speech and group conversation on a given topic) throughout the semester, which were collected, and analyzed in terms of complexity, accuracy, and fluency. Results showed that both sections were successful in creating a learning community and allow a progression in oral proficiency. A qualitative and statistical comparison between the sections’ results showed that the distance section had a lower sense of self confidence, enjoyment, motivation, as well as a higher course-related anxiety, whereas the on-campus online section had a higher level of language anxiety. In terms of learning communities, the on-campus section had a higher sense of community, but the distance section had a stronger connection with their groupmates. Finally, the on-campus section had a lower accuracy rate than the distance section in both the individual and group productions, which was due to a higher pronunciation errors rate. Although the study can only conjecture a connection between the difference in motivation, anxiety and learning community and the difference in oral proficiency, the results underline the importance of designing a course based on its modality. When designing distance courses, instructors must employ strategies that boost the learners’ motivations as well as foster connections with all of their classmates, such as organizing collaborative taskbase activities that makes the learners share about personal information.

Degree

Ph.D.

Advisors

Sturm, Purdue University.

Subject Area

Educational technology|Language

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