Although motivating and demotivating fac- tors have been established for second language learners in face-to-face classes, it is not clear how these factors relate to students in online learning contexts. By analyzing open-ended questionnaire responses, we examined simi- larities and differences between students' self- reported motivational factors in online and face-to-face versions of the same undergradu- ate EAP writing course. We discovered four major differences: social/interaction, conve- nience and flexibility, the new/fun/interesting/ easy expectation, and the frustration factor.
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