FACTORS CAUSING SOCIAL LOAFING IN ONLINE LEARNING GROUP WORK AMONG EFL STUDENTS

Huynh Huong, Huynh Giao, Chung Thi Thanh Hang

Abstract


Unlike traditional learning, where students can easily interact with others, the lack of real-life interaction and connection with teachers and peers has hindered students’ active engagement in lectures, reducing their participation in many group tasks. In the long run, this can lead to the phenomenon known as social loafing, where some students exert less effort than their peers, resulting in unfair workload distribution and decreased overall performance. Recognizing the growing impact of this issue in the educational context, this study aims to investigate the key factors contributing to social loafing in online learning group work among EFL students at a university in Can Tho City. The findings from this study are expected to provide valuable pedagogical implications for both educators and administrators in designing group work effectively and developing engaging strategies to mitigate the likelihood of social loafing in online learning settings.

 

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social loafing, online learning, EFL students

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References


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DOI: http://dx.doi.org/10.46827/ejes.v12i5.5945

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