Tasks, Self-Efficacy, and L2 Motivational Self System in an Online Emergency EFL Speaking Class: A Mixed-Methods Study

Autor/inn/en	Quang, Nguyen Nhat; Linh, Pham Nhat; Hien, Nguyen Thi Thu
Titel	Tasks, Self-Efficacy, and L2 Motivational Self System in an Online Emergency EFL Speaking Class: A Mixed-Methods Study
Quelle	In: JALT CALL Journal, 18 (2022) 1, S.1-33 (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Quang, Nguyen Nhat)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-4215
Schlagwörter	English (Second Language); Second Language Instruction; COVID-19; Pandemics; Student Motivation; Online Courses; Educational Technology; Teaching Methods; Foreign Countries; Communication Skills; Communicative Competence (Languages); Self Efficacy; College Students; Majors (Students); Vietnam + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schulische Motivation; Online course; Online-Kurs; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kommunikationsstil; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Self-efficacy; Selbstwirksamkeit; Collegestudent
Abstract	Since the World Health Organization initially declared the outbreak of the COVID-19 pandemic, new issues have arisen in English language teaching (ELT). Although task-based language teaching (TBLT) and task-supported language teaching (TSLT) have received significant academic attention and recognition in traditional classroom settings, there is insufficient research on their effects on students' L2 motivational self system and speaking self-efficacy in an online emergency EFL classroom. Therefore, this mixed-methods study aims at investigating the impacts of TBLT, TSLT, and PPP on the L2 motivational self system and speaking self-efficacy of students at Hanoi University (HANU). After collecting 117 questionnaires from three English-major speaking courses and performing a group interview with 12 students, the researchers examined the quantitative and qualitative data using one-way ANOVA, sentiment analysis, and content analysis. The findings revealed that task-based instruction was more successful than the PPP approach in increasing student speaking self-efficacy and L2 motivational self system in the online emergency EFL speaking classroom. Moreover, teachers should pay attention to five elements related to the application of PPP, TBLT, and TSLT, including the teacher's role, time allocation, content, group work and peer support, and pre-task/activity preparation, which influence learners' perceived motivation and speaking self-efficacy. (As Provided).
Anmerkungen	JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01