The Influence of Cognitive Presence, Social Presence and Teaching Presence on Online Foreign Language Speaking Anxiety, L2 Motivational Self and Intended Effort-A Structural Equation Modeling Approach

Abstract

Although a large number of online foreign language oral learners has emerged, little is known about the interactive mechanism between online learning environmental factors and learners’ self-relevant factors. Using the quantitative method, 466 questionnaires of Chinese young adult learners were collected to test the hypothesized relationships between cognitive presence (CP), teaching presence (TP), social presence (SP), L2(second language) motivational self (including Ideal L2 self (IL2) and Ought-to L2 self (OL2)), general self-efficacy (GSE), online foreign language speaking anxiety (AN) and intended efforts (IE) in a structural equation model. The findings illustrate: (1) Online foreign language speaking learners are in middle anxiety, high GSE and high IE level; (2) Online learning environment is an overall ecology in which CP, TP, SP, IL2, OL2, and GSE are highly correlated with each other; (3) In terms of causality, TP and OL2 enhance AN, GSE weakens AN, GSE and OL2 strengthen IE while AN reduces IE. To facilitate online oral foreign language learning, designers of online learning platforms should consider providing the choice of learning partners and more meta-cognition support to guide learners to deal with negative evaluations and manage learning recordings.