Motivation Factors of Affecting English Learning in the Digital Context by Social Facilitation Perspective

• Main Authors: Ya-ChunLin, 林亞駿
• Other Authors: Yueh-Min Huang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/86221662047851264122

碩士 === 國立成功大學 === 工程科學系碩博士班 === 100 === Online learning has the features that one can learn without time and place restrictions, however, not every learner possesses the characteristics of active learning and self-control. Moreover, they might have learning frustration experience in the past. Those unpleasant experiences will lead to negative psychological reaction and influence the self-efficacy. Finally, the learner will become extremely reluctant to use online learning platform. Therefore, in order to arouse the motivation for online learning, this study tends to investigate coaction effects in the online learning system. In order to verify the impact of coaction effect on users of different learning achievements and learning styles, a total of 72 college students spent 15 weeks on the experiment. The results indicated that the frequency of learning significantly grew for middle-level-achievement and intuitive-learning-style students exposed to coaction effects. The rest of the learners also showed positive growth on the learning frequency. Finally, the satisfaction questionnaires were carried out among the participants and the results show that exposure to coaction effects can stimulate the learning motivation.