International Journal of Information and Education Technology, Vol. 4, No.

6, December 2014

Effects of Online Cooperative Learning on Motivation in

Learning Korean as a Foreign Language
Hiroki Yoshida, Seiji Tani, Tomoko Uchida, Jitsuko Masui, and Akira Nakayama

 Many studies have shown the impact of cooperative

Abstract—Previous studies highlight positive effects of learning in language classes. Studies have shown the effects
cooperative learning on language learning motivation. Many of cooperative learning on language learners’ academic
attempts have been made to implement cooperative leaning in achievements such as grammar achievement [15], reading
language classes. Now with the use of computer-mediated
communications tools, language learners can learn
[12], [16]-[18], and writing [19]. It has also been noted that
cooperatively online, out of class. Online cooperative learning cooperative learning positively affects language learners’
provides language learners to communicate with native motivation [18], [20], [21].
speakers of their target language, and leads to enhance their Japanese students’ motivation in foreign/second language
motivation in language learning. This study purposed to learning has been recognized as one of the key factors that
examine the effects of online cooperative learning on language determine learners’ behavior and achievement. Horino and
learners’ motivation in KFL. Results indicate that online
cooperative learning promotes learners’ intrinsic motivation in
Ichikawa [22] explored the relationship between language
KFL. learning motives and strategies in high-school students and
found that content-attached motives have a significant effect
Index Terms—Cooperative learning, intrinsic motivation, on cognitive strategies such as organization, elaboration, and
Korean as a foreign language, online learning. rehearsal strategies. Kubo [23] advanced Horino and
Ichikawa’s study and revealed that language learning
motives affect learners’ behavior in EFL.
I. INTRODUCTION In the field of learning Korean as a foreign language
Cooperative learning has been implemented in many (hereinafter referred to as KFL), however, the impact of
classes in order to enhance active interaction among the computer-mediated cooperative learning on motivation has
learners. Cooperative learning according to Johnson and remained under-explored. Therefore, this study aims to
Johnson [1] is defined as “the instructional use of small identify the effects of online asynchronous cooperative
groups so that students work together to maximize their own learning on learners’ motivation in KFL.
and each other’s learning.” Effective cooperative learning
requires 1) positive interdependence, 2) individual
accountability, 3) promotive interaction, 4) social skills, and II. PURPOSE
5) group processing [2], [3]. When these elements are well The purpose of this study is to identify the effects of online
structured into the learning process, cooperative learning cooperative learning on Japanese university students’
leads to increase not only learners’ academic performance, motivation in KFL. The research question to be addressed in
but also their participation, responsibility [4], basic needs, this paper is: What effects does online cooperative learning
and intrinsic motivation [5]. have on Japanese university students’ motivation in KFL?
Using synchronous and asynchronous computer-mediated All of the participants in this study had never learned
communication tools, cooperative learning is now possible Korean language before they entered college. Most of the
online. Internet-based cooperative learning enables learners students had interest in Korean language and culture, but they
who are far away from each other collaborate/cooperate and could take Korean classes only once a week and they didn’t
achieve a common goal. Furthermore, Bliss and Lawrence have any native Korean teachers in their university.
[6], [7] have reported that computer-mediated cooperative Furthermore, there are only about six thousand Korean
learning resulted in significant increase of student people in Shizuoka, Japan in which the students live [24]. So
participation, frequency of interaction, and the quality of the students did not have many opportunities to communicate
students’ conversation. With the use of computer-mediated with Koreans and/or to contact with Korean culture.
communication tools in cooperative learning, educators can Therefore, we aimed to provide the participants an
provide their learners 1) task-based interaction [8], [9], 2) opportunity to communicate with Korean people of their age.
opportunities to acquire cooperative learning strategies and
skills [10]-[12], and 3) authentic and meaningful learning
environments [13], [14]. III. METHODOLOGY
The study was conducted from October, 2012 to December,
Manuscript received October 10, 2013; revised January 4, 2014. This 2012, with the purpose of identifying the effects of online
work was supported by JSPS KAKENHI Grant Number 23520749. cooperative learning on KFL learners’ motivation.
Hiroki Yoshida, Seiji Tani, and Jitsuko Masui are with Tokoha University,
Shizuoka, Japan (e-mail: [email protected]). A. Participants
Uchida Tomoko is with Jeju National University, Jeju, Korea.
Akira Nakayama is with Ehime University, Matsuyama, Japan. The participants were 24 Japanese first-year university

DOI: 10.7763/IJIET.2014.V4.453 473

 International Journal of Information and Education Technology, Vol. 4, No. 6, December 2014

students who participated in Korean language classes. The After the demonstration of the system, participants answered
participants experienced project-based cooperative learning to a questionnaire on their motivation in KFL.
via the Internet with Korean university students who study in During the cooperative learning session, firstly, the
Jeju, Korea. During the Internet-based cooperative learning Japanese students and Korean students discussed and decided
session, participants worked in a group of five students: two what topic they want to talk about and study. Topics such as
or three Japanese students and two or three Korean students. “Fashion trends in Japan and Korea,” “College life in Japan
and Korea,” “Working part-time in Japan and in Korea,” and
B. Questionnaire
“Japanese and Korean people’s views of marriage” were
Participants completed a questionnaire that assesses their adopted. Secondly, the participants explained the actual
motivation in KFL. The questionnaire consists of 24 conditions in their countries. Then, the participants
questions on a 4-point Likert scale ranging from 1 (strongly conducted a survey on each topic and exchanged their
disagree) to 4 (strongly agree). The questions were made by findings. Lastly, they exchanged impressions and ideas, drew
reference to language learning motivation scales developed conclusions about the topic, and wrote research reports.
by Lim [25], Chan [26], Nuibe [27], Narita [28], and While the participants learned cooperatively, teachers
Kobayashi [29]. The 24 questions were: facilitated creative conversation and provided students
I am learning Korean because: technical support. All of the participants’ comments and
1) Korean language is popular in Japan. teachers’ comments were stored online.
2) I want to be superior in grades in Korean. After the cooperative learning session, the participants
3) It will be useful for my future career. answered to a questionnaire on their motivation in KFL
4) Korean is one of the international auxiliary languages. again.
5) I want to work with Korean language in the future.
6) I want to be considered a cultured person.
7) I am interested in Korean language study itself. IV. RESULTS
8) I am interested in Korean films and television programs. All of the participants completed a questionnaire survey
9) I want to enjoy Korean songs. that was conducted before and after the online learning
10) I am interested in Korean literature and history. session. This means that the response rate was 100.00 percent.
11) I enjoy studying Korean language. Hereinafter, the results of the 24 answers will be introduced.
12) I want to read and write Korean articles.
A. Participants’ Profile
13) I want to speak in Korean.
14) I want to broaden my perspective. Table I shows the breakdown of participants by gender,
15) I want to be friendly with Korean people. and their experience of communicating with Koreans.
16) I have a Korean friend. TABLE I: PROFILE OF PARTICIPANTS
17) I want to write letters and e-mails to Korean people.
Profile of participants Frequency %
18) I want to communicate with Korean people.
19) I am interested in Korean people’s life style. Male 3 12.50%
Gender
20) I want to travel in Korea. Female 21 87.50%
21) Korean is an easy language to start. Total 24
22) I simply want to learn another language.
Experience of Yes 7 29.17%
23) My parent(s)/teacher(s) urge me to learn Korean. communicating with
24) My friend(s) urge me to learn Korean. Koreans No 17 70.83%
Total 24
C. Groupware
In this study, Yahoo! Groups was applied as the groupware Possession of a personal Yes 12 50.00%

for cooperative learning. Yahoo! Groups was determined to computer No 12 50.00%

be used because Yahoo! is the most popular portal site in 24
Japan [30], and Yahoo! Groups can be accessed and used not
Everyday 3 12.50%
only from PCs but also from cell phones. Additionally,
Yahoo! Groups has a briefcase function so the students could Frequency of computer 3-4 times a week 7 29.17%
exchange and/or share digital files. However, Yahoo! Groups use 1-2 times a week 7 29.17%
does not have an instant messaging service/function or a Seldom 7 29.17%
chatting service/function. So the participants in Japan and
Total 24
Korea communicated asynchronously using mailing lists and
electronic bulletin boards.
Nearly 90 percent of the participants were women. The
D. Procedure reason for the large proportion of the women is that all of the
The participants first got lectured about the learning participants were language learners who major in foreign
objectives and tasks of the Internet-based cooperative studies. More than 70 percent of the participants mentioned
learning activity they were to experience with university that they have never communicated with Korean people
students in Korea. Then, participants were demonstrated and before. Personal computer ownership was 50.00 percent
taught how to operate the groupware Yahoo! Groups which which is relatively low compared with the penetration rate of
they were to use during the cooperative learning session. computers in Japan which is 77.3 percent as of March, 2012

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[31]. Only 12.50 percent of the participants replied that they a number value, where strongly disagree=1, disagree=2,
use computers every day, and 29.17 percent said that they agree=3, and strongly agree=4.
seldom use computers.
C. Explanatory Factor Analysis
TABLE II: PARTICIPANTS’ MOTIVATION IN KFL An exploratory factor analysis was conducted to determine
Pre, Post, the interrelationships among the questionnaire items. In order
Items mean Mean to determine the item for each KFL motivation subscale,
(SD) (SD)
items that did not load on any factors at >.35 were eliminated.
2.83 2.75 As a result, item #6, #16, and #24 were deleted from further
1. Korean language is popular in Japan.
(0.55) (0.53)
analysis. After varimax rotation, a four-factor solution was
3.00 3.00 chosen, accounting for 70.08% (see Table III). The factors
2. I want to be superior in grades in Korean.
(0.78) (0.78)
were interpreted: intrinsic motivation (items 7, 8, 9, 10, 11,
3.00 2.96
3. It will be useful for my future career.
(0.51) (0.62)
12, 13, 14, 15, 18, 19, 20), instrumental motivation (items 4,
5, 17), induced motivation (items 21, 22, 23), and extrinsic
Korean is one of the international auxiliary 2.54 2.46
4.
languages. (0.59) (0.66) motivation (items 1, 2, 3).
I want to work with Korean language in the 2.33 2.42 TABLE III: FACTORS LOADINGS FOR MOTIVATION IN KFL
5.
future. (0.70) (0.78)
No. Factor 1 Factor 2 Factor 3 Factor 4
2.33 2.25
6. I want to be considered a cultured person. Factor I Intrinsic Motivation
(0.56) (0.74)
3.08 3.46 12. 0.89 0.32 -0.17 -0.03
7. I am interested in Korean language study itself.
(1.14) (0.59) 7. 0.89 0.25 -0.08 0.10
I am interested in Korean films and television 2.83 3.38
8. 14. 0.84 0.38 -0.10 0.08
programs. (1.17) (0.77)
15. 0.83 0.34 -0.02 0.15
2.88 3.33
9. I want to enjoy Korean songs.
(1.12) (0.76) 13. 0.82 0.43 -0.21 -0.04
2.38 2.71 9. 0.81 0.13 0.19 0.20
10. I am interested in Korean literature and history.
(1.10) (0.91)
19. 0.80 0.07 0.00 0.42
2.92 3.42
11. I enjoy studying Korean language. 8. 0.80 0.01 0.10 0.07
(1.21) (0.65)
3.33 3.46 11. 0.70 0.23 -0.48 0.21
12. I want to read and write Korean articles.
(1.17) (0.66) 20. 0.69 0.46 0.33 -0.02
3.25 3.67 18. 0.68 0.54 -0.03 0.29
13. I want to speak in Korean.
(1.19) (0.48)
10. 0.57 0.06 -0.54 -0.06
3.21 3.46
14. I want to broaden my perspective. Factor II Instrumental Motivation
(1.18) (0.72)
2.88 3.13 4. 0.24 0.73 -0.29 0.10
15. I want to be friendly with Korean people.
(1.08) (0.80)
17. 0.37 0.69 -0.08 0.12
1.54 1.83
16. I have a Korean friend. 5. 0.12 0.63 0.05 0.04
(0.88) (0.96)
I want to write letters and e-mails to Korean 2.17 2.50 Factor III Induced Motivation
17.
people. (0.96) (0.93) 21. 0.05 0.10 0.82 0.03
2.67 3.42 23. -0.07 -0.32 0.70 -0.22
18. I want to communicate with Korean people.
(1.13) (0.65)
22. 0.29 -0.08 0.46 0.42
2.63 3.25
19. I am interested in Korean people’s life style. Factor IV Extrinsic Motivation
(1.06) (0.79)
3.13 3.58 2. 0.13 0.04 0.09 0.67
20. I want to travel in Korea.
(1.26) (0.72) 1. 0.22 0.14 -0.24 0.61
2.46 2.54
21. Korean is an easy language to start. 3. -0.47 0.18 -0.07 0.52
(0.82) (0.78)
2.88 2.67
22. I simply want to learn another language.
(0.84) (0.87) D. Effects of Online Cooperative Learning on Motivation
23. My parent(s)/teacher(s) urge me to learn Korean.
1.83 1.63 in KFL
(0.75) (0.71)
Effects of online cooperative learning on motivation in
1.83 1.58
24. My friend(s) urge me to learn Korean. KFL were examined by comparing the degree of the increase
(0.62) (0.72)
or decrease of the participants’ motivation. For evaluation of
the differences, Student’s t-test was used. The degree of the
B. Participants’ Motivation in KFL increase/decrease of motivation was calculated by
Before and after learning cooperatively online, the subtracting the pre-survey motivation scores from the
participants were asked why they are learning Korean post-survey scores.
language. Table IV to Table VII show the effects of online
Table II shows the participants’ motivation in KFL. The cooperative learning on the increase/decrease of participants’
mean was calculated by giving each of the Likert scale points motivation in KFL. Results indicate that learners’ intrinsic

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motivation in KFL significantly increased by experiencing students’ intrinsic motivation in KFL increases by
online cooperative learning (t (23) =1.98, p<.05). However, communicating cooperatively and working on authentic
there was not a significant increase/decrease of the and/or meaningful tasks with Korean university students via
participants’ instrumental motivation (t (23) =1.07, .05n.s.), the Internet. As previously mentioned, participants in this
induced motivation (t (23) =1.27, .05n.s.), and extrinsic study were all first-year students and they were studying
motivation (t (23) =0.50, .05n.s.). Korean in university classes only once a week. And for most
of the students, this was their first chance to communicate
TABLE IV: EFFECTS OF ONLINE COOPERATIVE LEARNING ON INTRINSIC
MOTIVATION IN KFL
with Korean people. With the results that such learners
increased their intrinsic motivation, it is suggested that online
pre, mean post, mean cooperative learning out of the classroom can promote
df t P
(SD) (SD)
learners’ interest and/or enjoyment in KFL. However,
35.17 40.25 increasing students’ motivation is not the goal of foreign
Intrinsic Motivation 23 1.98 0.03
(12.38) (5.86) language learning. The findings of this study must contribute
to develop cooperative learning activities/tasks that enhance
TABLE V: EFFECTS OF ONLINE COOPERATIVE LEARNING ON learners’ motivation and leads to learners’ positive behaviors
INSTRUMENTAL MOTIVATION IN KFL and achievements in KFL. For example, Lim [25] suggests
pre, post, that introducing learners to their interest area promotes their
mean mean df t P
motivation. It is expected that future studies investigate the
(SD) (SD)
interaction between cooperative learning activities and tasks
Instrumental 7.04 7.38
23 1.07 0.15 with learning motivation in KFL.
Motivation (1.85) (1.84) Although the findings in this study provide pedagogical
implications, they also have a few limitations. Since the
TABLE VI: EFFECTS OF ONLINE COOPERATIVE LEARNING ON INDUCED participants of this study were Japanese university students
MOTIVATION IN KFL
who learn Korean language, and were mainly women who
pre, post,
mean mean df t P are not highly ICT literate, using another sample from
(SD) (SD) elsewhere is required for future generalization.
7.17 6.83 Moreover, participants in this study used Yahoo! Groups
Induced Motivation 23 1.27 0.11 as a groupware for internet-based cooperative learning, and
(1.83) (1.74)
communicated via mailing lists and electronic bulletin boards,
TABLE VII: EFFECTS OF ONLINE COOPERATIVE LEARNING ON EXTRINSIC which means that participants’ communication was primarily
MOTIVATION IN KFL text-based and was entirely asynchronous. Therefore, it is
pre, post, recommended that future studies examine the effects of
mean mean df t P computer mediated communication with voice and/or images,
(SD) (SD) and apply synchronous communication tools such as
8.83 8.71 video-conferencing and chatting.
Extrinsic Motivation 23 0.50 0.31
(1.40) (1.27) Given the findings of this study, future study must focus
on investigating facilitation techniques and methods to
increase learners’ motivation in KFL. Previous studies
suggest the significance of the role of online facilitators in
V. DISCUSSIONS
Internet-based cooperative learning [32]-[37]. Therefore, it is
The purpose of the study was to identify the effects of expected to specify the roles and responsibilities of online
online cooperative learning on Japanese university students’ facilitators with the aim of helping learners who
motivation in KFL. In order to gather learners’ motivation in cooperatively learn online increase their motivation in KFL.
KFL, questionnaire surveys were conducted.
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