Exploring Synchronous Learning during COVID-19 Pandemic: Taiwan EFL College Learners’ Motivation and Learning Experience





synchronous learning, learning motivation, EFL learners


The purpose of this study was twofold: first, to explore Taiwan EFL college learners' motivation for synchronous learning, and second, to differences between gender groups in their synchronous learning motivation during the time of the COVID-19 pandemic. A total of 96 undergraduate learners from northern Taiwan took part in the study. All the participants were required to participate in 4 different types of online activities: synchronous learning, online discussion, group oral presentation, and submission of e-assignments. Quantitative and qualitative data were collected, including a motivation questionnaire and learners' essay writing. According to the findings, their overall motivation was positive. Nevertheless, male learners had significantly less confidence in their online performance and less acceptance of this kind of interaction. This study highlights not only the crucial role of motivation in synchronous learning acceptance and engagement but also the importance of gender differences, self-regulation, social interaction, and self-efficacy for effective online learning.

Author Biography

Pei-Ling Yang, Social Enterprise & Holistic Education Center

Dr. Pei-Ling Yang is currently an assistant professor at Fu Jen Catholic University, in Taiwan. She has over 10 years of teaching English as a foreign language at universities. She earned her MA in ELT and Multimedia at the University of Warwick, UK, and her Ph.D. in TESOL at Tamkang University, Taiwan. Her academic area of interest includes learning strategies, self-efficacy, technology-assisted language learning, Project-Based Learning, and English picture books. 


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How to Cite

Yang, P. L. (2022). Exploring Synchronous Learning during COVID-19 Pandemic: Taiwan EFL College Learners’ Motivation and Learning Experience. AsiaCALL Online Journal, 13(5), 1–14. https://doi.org/10.54855/acoj.221351



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