Predicting social presence in videoconference-supported LMS courses: Mediation through L2 writing and speaking strategies

Authors

  • Daniel Bailey
  • Norah Almusharraf
  • Asma Almusharraf Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Kingdom of Saudi Arabia

DOI:

https://doi.org/10.24059/olj.v26i2.2691

Keywords:

Community of Inquiry, L2 writing strategies, L2 speaking strategies, online learning, social presence, higher education, Covid-19.

Abstract

The issue addressed here concerns how second language (L2) speaking strategies mediate the relationship between L2 writing strategies and the social presence component of the community of inquiry (CoI) framework within the context of fully online courses that combined learning management system (LMS) for writing tasks and videoconferencing for live classroom discussion. L2 writing strategies related to planning and reviewing contribute to composing tests that students want to upload, present, and discuss, and this sharing is expected to foster classroom social behaviors and consequent language gains. For the current study, a cross-sectional survey of 256 university students was initiated to investigate the mediating effect L2 speaking strategies have on the relationship between L2 writing strategies and social presence. The results indicated positive path coefficients between review strategies and speaking strategies, review strategies and social presence, planning strategies and speaking strategies, and speaking strategies and social presence. Further, speaking strategies explain the relationship between planning strategies and social presence, indicating full mediation. Partial mediation was found for the path between review strategies and social presence. Recognizing how L2 writing and speaking strategies relate to one another and how that relationship influences a CoI illustrates the interconnectivity between language skills. Evidently, increased attention to planning and reviewing strategies results in a final composition worth sharing and discussing, and such sharing and discussion are building blocks to a vibrant social presence.

Author Biography

Norah Almusharraf

Received her Ph.D. degree in Foreign and Second language Education from the University at buffalo. Her professional and research interests focus on English as a foreign language (EFL) learning pedagogics, inquiry-based teaching and learning, project-based learning and content-based instruction, cultural magnitudes of foreign/second language teaching and learning classroom, multimodal assessment and teaching strategies, technology implantation in the EFL English classrooms, teacher professional development using class critique and through professional learning community (PLC), qualitative research methods: dialogic classroom discourse & comparative case studies, and computing implementations in statistical research.

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Published

2022-06-01

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Section

Empirical Studies