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Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing

Zohre Mohammadi Zenouzagh1,2, Wilfried Admiraal3, Nadira Saab2

  • 1Department of English Teaching and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran.

Education and Information Technologies
|June 26, 2023
PubMed
Summary
This summary is machine-generated.

Text-based Computer Mediated Communication (CMC) enhanced learner autonomy, engagement, and writing quality more than multimodal CMC. However, multimodal CMC fostered higher emotional and social engagement among English as a foreign language students.

Keywords:
Learner autonomyLearner e-satisfactionLearner engagementText-based computer mediated modality, multimodal computer mediated modality

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Area of Science:

  • Educational Technology
  • Applied Linguistics
  • Computer-Mediated Communication

Background:

  • Technology offers diverse learning experiences tailored to specific contexts.
  • Computer-Mediated Communication (CMC) presents varied modalities for educational interactions.
  • Understanding the impact of different CMC types on language learning is crucial.

Purpose of the Study:

  • To compare text-based and multimodal Computer Mediated Communication (CMC) effectiveness.
  • To investigate the impact on learner autonomy, engagement, and e-satisfaction.
  • To assess the influence on English as a foreign language (EFL) students' writing quality.

Main Methods:

  • 40 EFL students were randomly assigned to text-based or multimodal CMC groups.
  • Learner autonomy assessed via questionnaire; engagement analyzed from Moodle/forum logs.
  • Writing quality compared pre- and post-treatment; reflective essays analyzed for e-satisfaction.

Main Results:

  • Text-based CMC fostered greater learner autonomy and higher cognitive/behavioral engagement.
  • Multimodal CMC led to increased emotional and social engagement.
  • Text-based CMC group demonstrated superior writing quality compared to the multimodal group.

Conclusions:

  • Text-based CMC appears more effective for autonomy, cognitive/behavioral engagement, and writing skills in EFL.
  • Multimodal CMC offers benefits for emotional/social engagement, suggesting a blended approach may be optimal.
  • Learner, teacher, curriculum, and internet dimensions influence e-satisfaction, with internet quality being a common concern.