Free from demotivation in EFL writing: the use of online flipped writing instruction. Issue 4 (3rd May 2020)
- Record Type:
- Journal Article
- Title:
- Free from demotivation in EFL writing: the use of online flipped writing instruction. Issue 4 (3rd May 2020)
- Main Title:
- Free from demotivation in EFL writing: the use of online flipped writing instruction
- Authors:
- Wu, Wen-Chi Vivian
Yang, Jie Chi
Scott Chen Hsieh, Jun
Yamamoto, Tosh - Abstract:
- Abstract: Motivation has played an essential role in learning, leading to various research areas across diverse disciplines. While the literature is replete with findings supporting the essentiality of motivation in an individual's academic success, demotivation (a.k.a. negative motivation) has been underexplored, even though it has been a widespread phenomenon observed in language learning, particularly in the field of English writing in EFL settings. To keep leaners motivated and engaged, innovative pedagogies have been proposed, among which flipped learning and writing instruction have received extra attention. Previous studies have shown the effectiveness of flipped learning and online writing practices on enhancing student motivation and learning outcomes. Nonetheless, research on how the aforementioned instructional practices could be integrated to facilitate English writing among EFL learners still remains scarce, let alone a detailed probe into demotivational factors that might exist in such an innovative instructional design. Therefore, this study examined demotivation factors in EFL writing and the effects of the online flipped writing instruction on EFL writing proficiency. Forty-eight sophomore English-majors in Taiwan were paired with American college peers. Multiple sources of data over a semester included pre- and post-tests on two genres (descriptive/argumentative), 'Demotivation Scale', reflective journals, and interviews. The results revealed that theAbstract: Motivation has played an essential role in learning, leading to various research areas across diverse disciplines. While the literature is replete with findings supporting the essentiality of motivation in an individual's academic success, demotivation (a.k.a. negative motivation) has been underexplored, even though it has been a widespread phenomenon observed in language learning, particularly in the field of English writing in EFL settings. To keep leaners motivated and engaged, innovative pedagogies have been proposed, among which flipped learning and writing instruction have received extra attention. Previous studies have shown the effectiveness of flipped learning and online writing practices on enhancing student motivation and learning outcomes. Nonetheless, research on how the aforementioned instructional practices could be integrated to facilitate English writing among EFL learners still remains scarce, let alone a detailed probe into demotivational factors that might exist in such an innovative instructional design. Therefore, this study examined demotivation factors in EFL writing and the effects of the online flipped writing instruction on EFL writing proficiency. Forty-eight sophomore English-majors in Taiwan were paired with American college peers. Multiple sources of data over a semester included pre- and post-tests on two genres (descriptive/argumentative), 'Demotivation Scale', reflective journals, and interviews. The results revealed that the online flipped writing instruction enhanced the students' writing proficiency (both globally and locally), and that four characteristics of the flipped instruction were observed not to cause demotivation in English writing, including self-interest, classroom atmosphere and teaching material, writing product, and teaching method and content. The participants held positive perceptions about the online flipped writing instruction and such learning experience enhanced cross-cultural observation. Based on these findings, pedagogical implications are provided. … (more)
- Is Part Of:
- Computer assisted language learning. Volume 33:Issue 4(2020)
- Journal:
- Computer assisted language learning
- Issue:
- Volume 33:Issue 4(2020)
- Issue Display:
- Volume 33, Issue 4 (2020)
- Year:
- 2020
- Volume:
- 33
- Issue:
- 4
- Issue Sort Value:
- 2020-0033-0004-0000
- Page Start:
- 353
- Page End:
- 387
- Publication Date:
- 2020-05-03
- Subjects:
- Demotivation -- flipped learning -- English writing proficiency -- efficacy in writing preparation
Language and languages -- Computer-assisted instruction -- Periodicals
418.00285 - Journal URLs:
- http://www.tandfonline.com/ ↗
http://www.tandfonline.com/toc/ncal20/current ↗ - DOI:
- 10.1080/09588221.2019.1567556 ↗
- Languages:
- English
- ISSNs:
- 0958-8221
- Deposit Type:
- Legaldeposit
- View Content:
- Available online (eLD content is only available in our Reading Rooms) ↗
- Physical Locations:
- British Library DSC - 3393.710800
British Library DSC - BLDSS-3PM
British Library HMNTS - ELD Digital store - Ingest File:
- 13788.xml