THE AFFECTIVE DIMENSION IN THE VIRTUAL EXCHANGE PROGRAMS IN HIGHER EDUCATION – A CASE STUDY OF ENGLISH FOR SPECIFIC PURPOSES COURSE
Original scientific paper
Abstract
This study investigates the affective dimensions—motivation, communication anxiety, and self-confidence—of students participating in a Virtual Exchange (VE) program within English for Specific Purposes (ESP) courses. The program was implemented through Collaborative Online International Learning (COIL) between the University of Novi Sad and international partner institutions. Grounded in theoretical frameworks such as achievement motivation, willingness to communicate, grit, and foreign language anxiety, the research explores students' emotional engagement, motivation, and communication apprehension in intercultural contexts. A mixed-methods design was employed using a tailor-made online questionnaire to gather data from first- and second-year university students enrolled in ESP courses. The results indicate that high levels of satisfaction and reduced stage fright are positively associated with intrinsic motivation, improved English proficiency, and enriched intercultural exchange. In contrast, moderate satisfaction and persistent anxiety were found to be linked to extrinsic motivation and challenges such as language barriers and group dynamics. These findings underscore the importance of fostering intrinsic motivation and positive affective experiences to enhance student engagement in VE environments. The study offers pedagogical recommendations for educators aiming to integrate VE into ESP curricula effectively, promoting global citizenship, intercultural competence, and language development through structured, supportive virtual collaboration and scaffolded virtual interactions.
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