Research Article
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The Impact of Synchronous Online Communication on Ideal L2 Self

Year 2022, Volume: 11 Issue: 2, 114 - 139, 30.12.2022

Abstract

The present study aims to investigate the extent to which synchronous online communication with native and nonnative speakers of English improves English as a foreign language (EFL) learners’ ideals L2 self. The study was based on a quasi-experimental research design and involved the contact of Turkish EFL learners with foreign English speakers (native or nonnative speakers of English) by means of online communication tools, Google Hangouts and Eliademy. The data collection and analysis encompass the use of qualitative methods. The findings show that engaging EFL learners in synchronous online communication with people from different cultures improves learners’ self-images using English in the future. As a result, the study calls for integrating synchronous online communication means into language learning programs to increase learners’ ideal L2 self.

References

  • Abdorreza, T., Jaleh, H., & Azadeh, M. P. (2015). The impact of synchronous computer-mediated communication on EFL learners’ motivation. International Journal of Research Studies in Educational Technology, 4(2), 3-17.
  • Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721-754.
  • Anikina, Z., Sobinova, L., & Petrova, G. (2015). Integrating telecollaboration into EFL classroom: Theoretical and practical implications. Procedia – Social and Behavioral Sciences, 206, 156-161.
  • Bueno-Alastuey, M. C., & Kleban, M. (2016). Matching linguistic and pedagogical objectives in a telecollaboration project: A case study. Computer Assisted Language Learning, 29(1), 148-166.
  • Csizer, K., & Magid, M. (2014). The impact of self-concept on language learning. Bristol, UK: Multilingual Matters.
  • Dörnyei, Z. (1998). Motivation in second and foreign language teaching. Language Teaching, 31(3), 117-135.
  • Dörnyei, Z. (2001a). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
  • Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.
  • Fillmore, L. W. (1991). Second-language learning in children: A model of language learning in a social context. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 49-69). Cambridge: Cambridge University Press.
  • Garberoglio, C. L. (2012). An evaluation of the influence of computer mediated communication on motivation, visualization of the self, learning experience, and self efficacy in deaf students learning English as a second language (master’s thesis). The University of Texas, Austin.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold.
  • Ghasemi, A. A. (2018). Ideal L2 Self, Visual Learning Styles, and L2 Self Confidence in predicting Language Proficiency and L2WTC: A Structural Equation Modeling. English Teaching & Learning, 42, 185–205. https://doi.org/10.1007/s42321-018-0010-
  • Gleason, J., & Suvorov, R. (2012). Learner perceptions of asynchronous oral computer mediated communication: Proficiency and second language selves. The Canadian Journal of Applied Linguistics, 15(1), 100-121.
  • Hartmann, D. P. (1977). Considerations in the choice of interobserver reliability measures. Journal of Applied Behavior Analysis, 10, 103–116.
  • Higgins, E. T. (1987). Self discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319-340.
  • Hsieh, C. N. (2009). L2 learners’ self appraisal of motivational changes over time. Issues in Applied Linguistics, 17(1), 3-26.
  • Jauregi, K. (2015). Integrating telecollaboration for intercultural language acquisition at secondary education: Lessons learned. In F. Helm, L. Bradley, M. Guarda, & S. Thouesny (Eds.), Critical CALL-Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 268-273). Dublin: Research-publishing.net.
  • Kim, T. Y. (2009). Korean elementary school students' perceptual learning style, ideal L2 self, and motivated behavior. Korean Journal of English Language and Linguistics, 9(3), 261-286.
  • Kormos, J., Kiddle, T., & Csizer, K. (2011). Systems of Goals, Attitudes, and Self-related Beliefs in Second Language Learning Motivation. Applied Linguistics, 32(5), 495-516. doi:10.1093/applin/amr019
  • Li, Q. (2014). Differences in the motivation of Chinese learners of English in a foreign and second language context. System, 42, 451- 461.
  • Magid, M., & Chan, L. (2012). Motivating English learners by helping them visualize their ideal L2 self: Lessons from two motivational programmes. Innovation in Language Learning and Teaching, 6(2), 113-125.
  • Magid, M. (2014). An application of the L2 motivational self system to motivate elementary school English learners in Singapore. Journal of Education and Training Studies, 2(1), 228-237.
  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969.
  • Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage Publications.
  • Munezane, Y. (2013). Attitudes, affect and ideal L2 self as predictors of willingness to communicate. EUROSLA Yearbook, 13(1), 176-198.
  • Neuendorf, K. A. (2017). The content analysis guidebook (2nd ed.). Thousand Oaks, CA: Sage Publications. O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19(1), 1-13.
  • Oz, H. (2015). Ideal L2 self as a predictor of intercultural communicative competence. Anthropologist, 19(1), 41-53.
  • Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
  • Saldana, J. (2011). Fundamentals of qualitative research. New York: Oxford University Press.
  • Simpson, J. (2002). Computer-mediated communication. ELT Journal, 56(4), 414-415.
  • Stemler, S. E. (2004). A comparison of consensus, consistency, and measurement approaches to estimating interrater reliability. Practical Assessment, Research & Evaluation, 9(4), http://pareonline.net/getvn.asp?v=9&n=4 Taguchi, T., Magid, M., & Papi, M. (2009). The L2 Motivational Self System Amongst Chinese, Japanese, and Iranian Learners of English: A Comparative Study. In Z. Dörnyei and Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 6697). Bristol: Multilingual Matters.
  • Takahashi, C. K. (2013). Ideal L2 self and university English learners: An interview study. The Language Teacher, 37(6), 3-8.
  • Ueki, M., & Takeuchi, O. (2013). Forming a clearer image of the ideal L2 motivational self system and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7(3), 238-252.
  • Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo, Japan: Logos International.
  • Yasmiha, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 144-163). Bristol: Multilingual Matters.
Year 2022, Volume: 11 Issue: 2, 114 - 139, 30.12.2022

Abstract

References

  • Abdorreza, T., Jaleh, H., & Azadeh, M. P. (2015). The impact of synchronous computer-mediated communication on EFL learners’ motivation. International Journal of Research Studies in Educational Technology, 4(2), 3-17.
  • Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721-754.
  • Anikina, Z., Sobinova, L., & Petrova, G. (2015). Integrating telecollaboration into EFL classroom: Theoretical and practical implications. Procedia – Social and Behavioral Sciences, 206, 156-161.
  • Bueno-Alastuey, M. C., & Kleban, M. (2016). Matching linguistic and pedagogical objectives in a telecollaboration project: A case study. Computer Assisted Language Learning, 29(1), 148-166.
  • Csizer, K., & Magid, M. (2014). The impact of self-concept on language learning. Bristol, UK: Multilingual Matters.
  • Dörnyei, Z. (1998). Motivation in second and foreign language teaching. Language Teaching, 31(3), 117-135.
  • Dörnyei, Z. (2001a). Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
  • Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.
  • Fillmore, L. W. (1991). Second-language learning in children: A model of language learning in a social context. In E. Bialystok (Ed.), Language processing in bilingual children (pp. 49-69). Cambridge: Cambridge University Press.
  • Garberoglio, C. L. (2012). An evaluation of the influence of computer mediated communication on motivation, visualization of the self, learning experience, and self efficacy in deaf students learning English as a second language (master’s thesis). The University of Texas, Austin.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitude and motivation. London: Edward Arnold.
  • Ghasemi, A. A. (2018). Ideal L2 Self, Visual Learning Styles, and L2 Self Confidence in predicting Language Proficiency and L2WTC: A Structural Equation Modeling. English Teaching & Learning, 42, 185–205. https://doi.org/10.1007/s42321-018-0010-
  • Gleason, J., & Suvorov, R. (2012). Learner perceptions of asynchronous oral computer mediated communication: Proficiency and second language selves. The Canadian Journal of Applied Linguistics, 15(1), 100-121.
  • Hartmann, D. P. (1977). Considerations in the choice of interobserver reliability measures. Journal of Applied Behavior Analysis, 10, 103–116.
  • Higgins, E. T. (1987). Self discrepancy: A theory relating self and affect. Psychological Review, 94(3), 319-340.
  • Hsieh, C. N. (2009). L2 learners’ self appraisal of motivational changes over time. Issues in Applied Linguistics, 17(1), 3-26.
  • Jauregi, K. (2015). Integrating telecollaboration for intercultural language acquisition at secondary education: Lessons learned. In F. Helm, L. Bradley, M. Guarda, & S. Thouesny (Eds.), Critical CALL-Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 268-273). Dublin: Research-publishing.net.
  • Kim, T. Y. (2009). Korean elementary school students' perceptual learning style, ideal L2 self, and motivated behavior. Korean Journal of English Language and Linguistics, 9(3), 261-286.
  • Kormos, J., Kiddle, T., & Csizer, K. (2011). Systems of Goals, Attitudes, and Self-related Beliefs in Second Language Learning Motivation. Applied Linguistics, 32(5), 495-516. doi:10.1093/applin/amr019
  • Li, Q. (2014). Differences in the motivation of Chinese learners of English in a foreign and second language context. System, 42, 451- 461.
  • Magid, M., & Chan, L. (2012). Motivating English learners by helping them visualize their ideal L2 self: Lessons from two motivational programmes. Innovation in Language Learning and Teaching, 6(2), 113-125.
  • Magid, M. (2014). An application of the L2 motivational self system to motivate elementary school English learners in Singapore. Journal of Education and Training Studies, 2(1), 228-237.
  • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954-969.
  • Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: Sage Publications.
  • Munezane, Y. (2013). Attitudes, affect and ideal L2 self as predictors of willingness to communicate. EUROSLA Yearbook, 13(1), 176-198.
  • Neuendorf, K. A. (2017). The content analysis guidebook (2nd ed.). Thousand Oaks, CA: Sage Publications. O’Connor, C., & Joffe, H. (2020). Intercoder reliability in qualitative research: Debates and practical guidelines. International Journal of Qualitative Methods, 19(1), 1-13.
  • Oz, H. (2015). Ideal L2 self as a predictor of intercultural communicative competence. Anthropologist, 19(1), 41-53.
  • Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
  • Saldana, J. (2011). Fundamentals of qualitative research. New York: Oxford University Press.
  • Simpson, J. (2002). Computer-mediated communication. ELT Journal, 56(4), 414-415.
  • Stemler, S. E. (2004). A comparison of consensus, consistency, and measurement approaches to estimating interrater reliability. Practical Assessment, Research & Evaluation, 9(4), http://pareonline.net/getvn.asp?v=9&n=4 Taguchi, T., Magid, M., & Papi, M. (2009). The L2 Motivational Self System Amongst Chinese, Japanese, and Iranian Learners of English: A Comparative Study. In Z. Dörnyei and Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 6697). Bristol: Multilingual Matters.
  • Takahashi, C. K. (2013). Ideal L2 self and university English learners: An interview study. The Language Teacher, 37(6), 3-8.
  • Ueki, M., & Takeuchi, O. (2013). Forming a clearer image of the ideal L2 motivational self system and learner autonomy in a Japanese EFL context. Innovation in Language Learning and Teaching, 7(3), 238-252.
  • Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia language teaching (pp. 3-20). Tokyo, Japan: Logos International.
  • Yasmiha, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 144-163). Bristol: Multilingual Matters.
There are 35 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Saliha Toscu 0000-0002-8179-5444

Publication Date December 30, 2022
Submission Date September 12, 2022
Published in Issue Year 2022 Volume: 11 Issue: 2

Cite

APA Toscu, S. (2022). The Impact of Synchronous Online Communication on Ideal L2 Self. ELT Research Journal, 11(2), 114-139.