Speaker
Description
ABSTRACT
Online Teaching & Learning (OTL), a new trend in the digital education age, has been largely developing all over the world for over twenty years. Universities have tried their best to make break-through in online education; however, they must encounter challenges in implementing online courses as well as understanding the psychological factors that impact learners' experiences. This case study investigates the cognition and motivation of English as a Foreign Language (EFL) students in the context of online classroom engagement. The main study objective is to assist instructors in identifying how EFL students perceive and manifest in Online Learning (OL) environment, investigating negative and positive factors and evaluating cognitive effect on engagement motivation, providing recommendations for instructors to optimize participation motivation by adjusting OTL styles accordingly, and contributing to OTL theory. The qualitative research methodology is mainly applied to this study consisting of interview, observation, document analysis, and questionnaire to explore how EFL students experience their cognitive processes and motivational levels when participating in online classrooms. The data will be collected and analyzed through the statistical tool “SPSS” to draw the relationships between variables. The findings reveal (1) cognitive-behavioral psychological aspects in OL participation; (2) motivational factors opening a new TESOL perspective in OL quality; (3) students’ cognition and engagement motivation in the Language Management System; (4) OTL insights and practical issues; (5) Opportunities for instructors to adjust and optimize the OTL activities based on students' cognitive foundations. The outstanding novelty significantly contributes to improving the EFL-learning quality in online classrooms and provides instructors or educators with practical recommendations to foster students’ motivation and engagement in OL environment.
Key words: cognition, online classroom engagement, learning motivation, online teaching strategies, innovative learning models…….
Biography
The author is currently a doctoral candidate at Can Tho University. He graduated from the English Department, Ho Chi Minh City University of Education in 1997 and studied the English-Teaching major at University of Social Science and Humanities, Ho Chi Minh City in 2002-2006. It was a research-oriented master’s program with four-year training period. He was successful in defensing MA thesis and possessed the degree of Master of Art in Teaching English in 2006. As well, the author has published two articles in the international magazine namely “International Journal of Innovation Scientific Research and Review”. The first article “Online Class Management Problems & Solutions” was printed in March 2024; and another one “Digital Technology Development Impact on Online Learning Quality” was issued in January 2025. Honestly, the author has spent a long time working with students in both traditional classrooms and online courses and especially experiencing the values of cultural difference. Together with over twenty-five years of experience in teaching English and taking part in the program management at universities, the author strongly believes that the outstanding points of academic expertise are quite relevant to the research topic, and he is well-qualified and ethical to follow it.
