Promoting EFL Learners' Proficiency and Motivation via Google Jamboard-Based Autonomous Knowledge Sharing

Autor/in	Kang, Namhee
Titel	Promoting EFL Learners' Proficiency and Motivation via Google Jamboard-Based Autonomous Knowledge Sharing
Quelle	In: English Teaching, 77 (2022) 4, S.3-27 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Proficiency; Self Concept; Language Fluency; Computer Software; Independent Study; Advanced Students; Learning Motivation; Undergraduate Students; Student Attitudes; Learning Experience; Speech Communication; Distance Education; Language Usage; Online Courses; Learning Management Systems; Journal Writing; Computer Mediated Communication; Language Tests; Learning Processes; Pronunciation; Grammar; Vocabulary Development; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Selbstkonzept; Selbststudium; Fortgeschrittener; Motivation for studies; Lernmotivation; Schülerverhalten; Lernerfahrung; Distance study; Distance learning; Fernunterricht; Sprachgebrauch; Online course; Online-Kurs; Zeitschriftenaufsatz; Computerkonferenz; Language test; Sprachtest; Learning process; Lernprozess; Aussprache; Grammatik; Wortschatzarbeit; Ausland; Korea; Republik
Abstract	This study examined how Google Jamboard-based autonomous knowledge-sharing advanced language proficiency and motivation in an online intermediate--high EFL communication course. For one semester, 30 Korean first-year college students shared their learning experiences beyond the classroom, enhancing their English communication competence via a weekly Jamboard. The students speaking and perceived proficiencies and motivation changes were examined. Overall speaking proficiency increased, except for pronunciation. Students acquired the ability to selfstudy, but this was insufficient for oral practice because distance learning limited direct interactions. Perceived current proficiency increased, but imaginary proficiency and English importance did not. Their ease in using English in their daily life improved, and they felt the gap between the current and imaginary proficiencies decreased. The ideal L2 self increased, based on instrumentality and integrativeness. This finding indicates that students understood that they were undergoing the process of becoming fluent English speakers. Hence, well-organized self-directed activities can promote autonomous learning behavior to improve language proficiency and motivation. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01