An Investigation of the Effects of EFL Students’ Self-efficacy in an Asynchronous Online Course with Interactive Contents
學年 112
學期 1
出版（發表）日期 2023-10-01
作品名稱 An Investigation of the Effects of EFL Students’ Self-efficacy in an Asynchronous Online Course with Interactive Contents
作品名稱（其他語言）
著者 Tseng, Yu-ching
單位
出版者
著錄名稱、卷期、頁數 Educational Technology & Society 26(4),　p.1-13
摘要 This study investigates the role of self-efficacy in an asynchronous online English course enriched with interactive features. Self-efficacy is a strong predictor of academic achievement in conventional classrooms. However, when learning happens in an online environment, the students' learning achievement is also affected by their psychological perceptions of online learning. In this study, the relationship between self-efficacy and affective factors (i.e., learner autonomy, learner-content interaction, and perceptions toward transactional distance) was investigated. The aims of this study were to identify the influence of different levels of self-efficacy on these factors and to explore their relationships in an online EFL course. In total, 286 students were administered the questionnaires before and after the curriculum to probe their self-perception of these affective variables. When asynchronous interactive learning materials came into play, learners with different levels of self-efficacy make statistically different learning achievements. The statistically significant differences were also found between the student's self-efficacy level, their learner autonomy, and their perception toward the interactive contents. However, the difference was not significant between self-efficacy and transactional distance. The cost of asynchronous learning is an increasing transactional distance due to the lack of instructor-learner interaction. This study suggests that interactive content triggered an opposite effect by making the instructor's role invisible rather than absent. A good online course must balance the student's self-determined learning and flexibility with the course structure. Interactive learning content can keep the balance between developing learner autonomy and fostering engagement by dissolving the teacher's role into interactive course material.
關鍵字 Self-efficacy;Asynchronous learning;Learner perceptions;Transactional distance;Interactive contents
語言 en
ISSN 1176-3647
期刊性質 國外
收錄於 SSCI
產學合作
通訊作者
審稿制度 是
國別 TWN
公開徵稿
出版型式 ,電子版
相關連結

機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/124937 )