Students’ perceptions of interactive learning

As a widely accepted learning approach for language development, interactive learning is usually treated by EFL learners in different ways: some make it an

opportunity for expressing personal views in target language, which fulfils their needs of self-expression, and improves their language abilities through sharing and

exchanging ideas (e.g., Lin et al., 2016; Moradan & Ahmadian, 2016; Nassaji, 2003; Yang, Yeh, & Wong, 2010); while some view interaction as “showing off” and refuse

to actively engage in interactive activities (e.g., Chik, 2008; Jackson, 2003; Kim, 2004; Malko, 2006; Peng, 2012; Wu, 1993).

Existing studies have indicated that interactive language learning can be an opportunity for fulfilling EFL students’ needs of self-expression, which contributes to English language knowledge construction and development (e.g., Barab & Duffy, 2000; Huang, 2011; Saeed & Ghazali, 2017). In self-expression, expressing ideas, sharing opinions, and exchanging views in interactive learning are some key activities that help students develop their language abilities and knowledge (Flyvbjerg, 2001; Vurdien, 2011). EFL students absorb language knowledge and practice language skills through view-making in interactive activities (Alptekin, 1993; Chlopek, 2008; Rodliyah, 2016).

A study focused on computer-supported online interaction in English learning (Rodliyah, 2016). Data were gathered via students’ journal entries from 16 EFL students through a Facebook closed group. The case study indicated that EFL students actively engaged in online interaction to express and exchange ideas by using the target language, leading to development of their language abilities.

Another study was conducted to investigate the effects of verbal interaction in EFL learning on motivating students to express their personal opinions (Huang, 2011).

Twenty-five EFL learners participated in the study as subjects. Classroom

observations and qualitative analysis of classroom videos were used for gathering data. The case study indicated that EFL learners benefited from interactive activities in the classroom by participating more actively in view-making. EFL learners were also found to enjoy the interactive learning activities in the process. The current study puts the focus on the out-of-classroom learning. It investigates EFL students’

self-expression via different ways, and to different audiences. It may yield insights of interaction that occurs in a new context.

Meanwhile, empirical studies also pointed out the interaction sometimes induces language learners’ negative perceptions: Yan and Horwitz (2008) indicated that interaction is to “show off” EFL students’ language abilities and knowledge, which should be avoided by EFL students, particularly in the classroom; Liu (2005)

suggested that EFL students, particularly those from Asian countries, usually select to be modest about their foreign language abilities in the classroom; Peng (2012) added that these EFL students intend not to display their language learning achievements to classmates; Kim (2004) suggested that EFL students in Korea are taught to “never show off and stand out from the group” in English learning, leading to a decrease in interaction engagement (p. 5); Chin (2002) also had a similar opinion on EFL students’ displaying of learning endeavours.

Jackson (2003) investigated business students’ learning in a bilingual context. A total of 589 business school students in Asian countries participated in the case study. A survey and interviews were used to gather data. Results of the study indicated that students avoided using English language actively in interactive learning, as it was described to be “boastful”. They attempted not to be labelled as a show-off in

interactive learning, which negatively affected their participation in learning activities. It also influenced their presentations in a discussion with peers. They always tried to use a few words to express their ideas, instead of a complex answer.

Studies indicate that displaying learning achievements is treated as motivation for students to engage in interactive language learning, rather than being avoided by them: Simon-Maeda (2004) suggested, for some EFL learners, displaying achievements in a foreign language is a strong motivation to put effort in learning; De Haan (2015) advised that EFL learners with advanced language levels intend to employ interactive activities to show off their language knowledge to peers and teachers; McBride (2008) indicated that showing off encourages EFL learners’ engagement in interactive

activities with peers in the learning process; Qashoa (2013) found that interactive learning happens as some EFL learners need such opportunities to display their language achievements in front of their peers. Interactive language learning improves EFL learners’ motivation to engage in learning by providing them an opportunity to display their learning outcomes (Brown, 1994).

Chik (2008) conducted a study to explore native English-speaking students’ learning in EFL classrooms. Their interactions with local Cantonese-speaking students in the classroom were investigated as well. Two informants participated in the study as subjects. Data were collected via semi-structured interviews, guided by open-ended questions, with the two participants. Qualitative methods were used to analyse the data. It was found from the study that native English-speaking students were viewed as competitors, rather than collaborative partners in peer interaction in the classroom. Thus, they employed interactive learning activities to display their language abilities, in order to earn peers’ respect. They also got chances in the

classroom to interact and collaborate with peers by displaying their language talents.

Chinese EFL students’ attitudes towards using English in interaction is worthy of investigation, since it is usually viewed as a showing-off behaviour in Chinese society (Lee, 1999; Xiao, 2006). Whether displaying learning achievements to peer students encourages or discourages them to engage in interaction remains a question among modern Chinese university EFL students, particularly in an online autonomous learning context. It is one of the focal points of research on interactive EFL learning in this study.