Motzo, Anna
(2016).
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| URL: | http://research-publishing.net/display_article.php... |
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.14705/rpnet.2016.9781908416322 |
| Google Scholar: | Look up in Google Scholar |
Abstract
Motivation is one of the most important factors which influences second language learning (Dörnyei, 1998; Gardner & Lambert, 1972). A support mechanism which reinforces student motivation through encouragement, social interaction, feedback, sound learning environments and good teaching is crucial for ensuring successful learning. This is particularly relevant in distance or online language learning settings, as learners work more autonomously and independently than in conventional classrooms and there is a higher risk of feeling isolated and not part of a well-defined and supportive learning community. This paper presents initial research conducted by the Department of Languages at the Open University to evaluate the efficacy of a peer-support initiative on level 1 modules where the drop-out rate is significant. The study is supported by both qualitative and quantitative evidence, which evaluates student engagement on the forum, the support mechanisms offered by elected peers and their role in building an online community.
| Item Type: | Book Section |
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| Copyright Holders: | 2016 The Authors |
| ISBN: | 1-908416-31-9, 978-1-908416-31-5 |
| Keywords: | peer support; online community; student engagement; motivation; distance learning |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics > Languages Faculty of Wellbeing, Education and Language Studies (WELS) > Languages and Applied Linguistics Faculty of Wellbeing, Education and Language Studies (WELS) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) Language & Literacies |
| Item ID: | 45341 |
| Depositing User: | Anna Motzo |
| Date Deposited: | 24 Feb 2016 13:06 |
| Last Modified: | 02 May 2018 14:16 |
| URI: | http://oro.open.ac.uk/id/eprint/45341 |
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