Students’ Motivation toward Computer-Based Language Learning (original) (raw)
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Students' Motivation towards Computer Use in EFL Learning
2010
It has been widely recognized that language instruction that integrates technology has become popular, and has had a tremendous impact on language learning process whereas learners are expected to be more motivated in a webGbased Computer assisted language learning program, and improve their comprehensive language ability. Thus, the present paper examines English as a foreign language students’ motivation level in using webGbased Compu terGAssisted Language Learning. The sample group of the study consisted of 126 learners of English as foreign language at preparatory school of Inonu University. The data were used to provide a descriptive and correlational analysis to address the research questions. The results indicate that there is a significant correlation between motivation level and the degree of importance of learning English for the participant while the relationship between motivation level and some other variables such as age, gender, grade, compulsory and voluntary states, ...
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The popularity of integrating technology in language instruction and its fundamental effect on the language learning dimensions has been widely acknowledged whereas learners’ motivation and attitude are expected to be improved in a web-based Computer-assisted language learning (CALL) environment. Therefore, this paper aimed to investigate the Iranian EFL learners’ motivation to learn English and attitude in a CALL environment. The participants of this study were 120 intermediate EFL learners from two private English language institutes in Isfahan, Iran. They were divided into two equal groups; one experimental group (EG) and one control group (CG). Then, a motivation questionnaire pretest was administered out to check the participants’ motivation at the beginning of the course. As the treatment, the EG learners were taught through CALL-based instruction and the CG learners were taught traditionally. After the treatment, a posttest of motivation and an attitude questionnaire were adm...
Students’ Motivation in Learning English During the Online Class
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This research aims to investigate the impact of the online class on students in learning English and investigate the level of students' motivation in learning English during the online class. This research applied descriptive research on eleventh-grade students of SMK Negeri 2 Pontianak in the academic year 2020/2021. The data collection techniques were measurement and semi-structured interviews, while the tools were questionnaire and interview questions. The findings of this research revealed the negative impacts of the online class, including students’ difficulties in understanding the teacher’s explanation and learning materials, problems in creating a conducive atmosphere for learning, and students’ problems in time management. By contrast, the positive impact of the online class made several students more enthusiastic and more focused on study. Besides, the findings showed that 53% of students were qualified with a moderate degree of motivation. The online class did not sig...
The impact of online use of English on motivation to learn
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Profound changes in the literacy practices of young people in the early part of this century mean that many are encountering and using English in their personal lives while studying the language formally in school or university, potentially shaping their language development and attitudes. This paper reports a research project which investigated how metropolitan youth in Indonesia were using English online, how this related to their global motivation to learn English, and in particular how it related to their attitudes to classroom English lessons. A mixed method design included a 56-item survey of students at a leading university (n = 308) and follow up interviews with four participants who showed different profiles of activity and motivation. Levels and type of online activity were broadly in line with findings in other contexts, with students favouring entertainment and self-instruction rather than socially-oriented activity; this correlated broadly with a positive attitude to classroom learning, but cluster analysis showed that some individuals exhibited a different pattern of response which was explored in interview. The paper discusses ways in which teachers of learners at lower levels of proficiency, operating under major curriculum constraints, may integrate learners' online informal learning of English into their classroom practice, and how teacher educators might help them do this.
English Language Learner Motivation in the Digital Technology Classroom
Advances in Educational Technologies and Instructional Design, 2020
This chapter investigates learner motivation in an English as a foreign language writing classroom in an Indonesian university. Its originality arises from the fact that no substantive studies have explored learner motivation in the digital classroom in Indonesian higher education. A mixed methods data collection process was conducted involving 144 students from three year groups who responded to an online questionnaire. Two classes from Year 1 (47 students) were taken as a sample to observe the learning process between an existing group that was introduced to the learning of English writing through Edmodo. The other group used traditional materials for their writing tasks. The findings are significant in that the high levels of motivation reported by the students were not reflected in the way they completed their writing tasks as the use of technology affected their motivation in complex ways. In conclusion, the study encourages future research in Indonesia that measures English students' motivation and technology-mediated writing task performance through longitudinal studies.
THE EFFECTS OF ONLINE ENGLISH CLASSES ON STUDENTS' MOTIVATION TO LEARN ENGLISH LANGUAGE
FOLIA LINGUISTICA ET LITTERARIA, 2022
The circumstances of the Covid-19 pandemic have brought about drastic changes in all aspects of human activities, including education. The challenges faced by educators worldwide have been to arrange online classes and provide an effective and motivating learning environment. The research presented in this paper analyzes student motivation for learning English in the setting of online classes, compared to traditional (face-to-face) classes. The main aim of this paper is to identify the factors of both online and traditional classes that positively affect student motivation in order to integrate them into an effective learning environment in the future. The focus is on factors of motivation that have been significantly affected by the pandemic, including the factors of physical conditions, methods of teaching and affective and interpersonal factors. This research was conducted at the Faculty of Technology and Faculty of Agriculture, University of Novi Sad, and included 120 engineering students who attended online English language courses. A questionnaire, used as a research instrument, consisted of statements related to the impact of online vs. traditional classes on student motivation to learn English, graded on a 6-point Likert scale. The obtained results indicated that students find the use of modern technology and applications quite motivating for learning English and that a certain flexibility, referring to the physical factors, could also be integrated into traditional classes. Interpersonal factors, such as face-to-face interaction with the teacher and peers, proved to be very important for student motivation. The research also showed that online classes reduce students' speaking anxiety, but that the issue of anxiety in both types of classes requires closer attention and should be addressed by raising student awareness of this issue and employing methods that would encourage students to participate in the classes more actively.
The Influence of an Online English Program on Japanese High School Students' Motivation
This study examined the effects of an online English program on Japanese high school students' motivation to use and learn English, based on a two-part framework of language learning motivation. The two types of motivation explored in this study are societal motivation (SM), which relates to using English in real-world contexts, and educational motivation (EM), which was analyzed through its subtypes: Interest in Learning English (ILE) and Devotion to English Studies (DES), reflecting students' academic motivation. A questionnaire using both quantitative and qualitative question formats was administered before and after the program to compare changes in the two types of student motivation. Although the results showed no statistically significant difference between pre-and postprogram results, small effect sizes and students' comments suggested that the program positively impacted their motivation. Students' comments indicated that their anxiety and concern about using English shifted to increased confidence and interest. Regarding learning English, students understood that classroom learning connects to the practical usage of English outside of academic environments. They also recognized their English weaknesses and acknowledged the importance of English classes to improve these areas, enhancing their willingness to learn English. These results suggest that experiencing the program not only creates a positive motivation to use and learn English but also leads to learning English, which may indicate that students' understanding of the interrelationship between using and learning English is a critical connection linking SM to EM (ILE and DES).
Implementing E-Learning for Increasing Student’s Motivation in Learning English
ATIKAN, 2012
This study was aimed to find out the influence of E-learning for improving students' motivation in learning English. The subject of the study was the third semester students of English Department who have a different social background of study, mostly from middle social class and suburb school. The writers applied Classroom Action Research (CAR) as a method of the study. The writers also conducted the CAR since preparation phase, planning, action, observation, and reflection. The data were collected through observation, interview, questionnaire, and documentation. The result of this research showed that the students' motivation increased from the beginning of the study to the end of it (50% improvement). The students found easy way in accessing material using E-learning, so that they were able to practice their communication both in written and spoken forms by using it. Finally, they were also motivated in learning English.
The Use of Internet To Increase Student Motivation in The Foreign Language Learning Process
Proceedings of the International Scientific Conference - Sinteza 2019, 2019
It is very difficult to keep your students motivated all the time. Nowadays, it may become even more challenging to do that. The millennial generation spends many hours on the computer, often the Internet.How to motivate your students to value class activities, and without external pressure, to carry them out on their own?.In this paper we agree that teachers should use digital tools in the teaching process and to combine them with well known methods and approaches. Teachers today tend to classify students as not being able to concentrate. We should help our students in this situation using innovative digital aids; they are using them a lot on a daily basis, so, in this way, we can get closer to them. Using something similar in our classroom may make lessons more appealing to them, and it can surely motivate them to learn. We should be aware of the fact that nowadays students prefer looking at a screen than books, so we should use new resources.