Effects of the Concept Mapping and Reflection Strategies on Motivations of EFL Learners

Abstract

This study evaluated the learning motivations of the foreign language oral interaction course integrating Computer -Mediated Communication and Native -Speaker peer -tutoring strategies based on the assessment results of ARCS motivation design. T he study found that n o matter the students used the reflection strategy or not after the class, they will have confidence in the oral peer -tutoring activities when the students do concept mapping activities every time before they conducted the oral peer -tutor ing activity via CMC platform. However, if the students did not used the concept mapping strategy, the students could use the reflection strategy in the post -activity had higher confidence than the students who did not used the reflection strategy when the y reviewed after the class . Conversely, the study found thatn o matter the students used concept mapping strategy or not before the class, they will have confidence in the oral peer -tutoring activities when the students do reflection activities every time t hey end the oral peer -tutoring. However, if the students did not used reflection strategy, the students using concept mapping strategy in pre -study had higher confidence than the students who did not used concept mapping strategy when they prepared before the class.