Integrating virtual exchanges into ICAP learning designs: A bisymmetric analysis of online engagement and essay writing skills

Abstract

The purpose of this study was to investigate the impact of integrating virtual exchanges in ICAP (Interactive, Constructive, Active, and Passive) learning designs on online engagement, their role in shaping learning approaches, and their impact on essay writing skills. This study involved 250 students from the Indonesian language education study program at a university in Indonesia. It used a factorial analysis design to examine the correlation between components. Additionally, a quasi-experimental method was employed to assess the intervention's effect on essay writing skills. The instruments used included an online engagement questionnaire (covering cognitive, behavioral, and emotional aspects) and an essay writing skill assessment. Data analysis involved bisymmetric analysis integrating Necessary Conditional Analysis (NC), partial least squares modeling (PLS-SEM), and ANCOVA. The integration of virtual exchanges in active, interactive, constructive, and passive learning designs significantly impacted online engagement during the writing learning process. Through this online engagement, students could construct new knowledge both individually and collaboratively. Among the components of online engagement cognitive, behavioral, and emotional cognitive engagement in learning design had the most significant impact on students' in-depth approach. Furthermore, the intervention was more effective than conventional writing instruction in improving essay writing skills, particularly in aspects such as cohesion, coherence, grammatical range and accuracy, and vocabulary. This research emphasizes the importance for instructors to focus not only on individual cognitive abilities but also on collaboration and online engagement within the context of virtual exchanges.