Effects of teachers’ rapport-building strategies on EFL learners’ cognitive load and computer-assisted language learning motivation

This study investigates the effects of online instructors' use of initiation and maintenance rapport-building strategies (RBS) on Chinese EFL learners' CALL motivation and cognitive load management. Mixed methods research was used to concurrently triangulate different strands of data on th...

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Vydáno v:Education and information technologies Ročník 30; číslo 3; s. 3911 - 3952
Hlavní autoři: Kang, Huan, Chen, Hong
Médium: Journal Article
Jazyk:angličtina
Vydáno: New York Springer US 01.02.2025
Springer Nature B.V
Témata:
Achievement Need
Cognitive Ability
Cognitive load
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Education
Educational Technology
English (Second Language)
English Language Learners
Individualized Instruction
Information Systems Applications (incl.Internet)
Interpersonal Relationship
Language Maintenance
Learning Motivation
Motivation
Student Motivation
User Interfaces and Human Computer Interaction
Rapport-building strategies
Extraneous cognitive load
Maintenance strategies
Initiation strategies
Computer-assisted language learning (CALL)
ISSN:1360-2357, 1573-7608
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Shrnutí:This study investigates the effects of online instructors' use of initiation and maintenance rapport-building strategies (RBS) on Chinese EFL learners' CALL motivation and cognitive load management. Mixed methods research was used to concurrently triangulate different strands of data on the effects of RBS on 86 randomly sampled EFL learners. The interpretations were made based on methodological triangulation of QUAN + QUAL data and running one-way ANOVA. The results show that the interactive use of initiation and maintenance RBS is statistically significant in enhancing CALL motivation (F(1,84) = 23.45, p  < .001) and lowering cognitive load (F(1,84) = 17.89, p  < .001) compared to isolated use of these strategies. The study reveals that teachers' interactive use of RBS enhances learners' CALL motivation by increasing learning interests (mean difference = 1.98, p  < .001), catering to dynamic motivational needs (mean difference = 1.64, p  < .001), and creating a learner-friendly environment (mean difference = 1.42, p  < .001). Moreover, the study confirms the psychological effects of interactive use of RBS in lowering cognitive load through information-sharing (mean difference = 1.89, p  < .001), common-grounding (mean difference = 1.56, p  < .001), and personalized instruction strategies (mean difference = 1.34, p  < .001) during the CALL course. The implications of the study inform researchers and practitioners of CALL about the efficacy of using a static and flexible combination of initiation and maintenance RBS to enhance EFL learners' motivation and cognitive load.
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ISSN:1360-2357
1573-7608
DOI:10.1007/s10639-024-12961-z