English Language Learner Motivation in the Digital Technology Classroom (original) (raw)
Related papers
Motivational Aspects of Using Computers for Writing among the Malaysian ESL Students
Advances in Social Sciences Research Journal, 2014
Past research have shown that students view activities using computers in language learning to be highly motivating (Krendl, 1988). A more recent study conducted by Warschauer (1996), especially focusing on ESL and EFL students’ writing in universities in Hong Kong, Taiwan and the US, has found encouraging results with regards to students’ motivational attitude towards using computers in writing. In the Malaysian context however, very few researches have been conducted to study the use of computers in language learning at the tertiary level, particularly in identifying factors that affect students’ motivation in learning writing using computers. A 42 question survey investigating the attitude of Malaysian students was administered and it was found that students were highly motivated and felt empowered to study language and writing via the computer.
The Influence of Digital Technology on Students’ Motivation in Learning English Specific Purpose
2021
The rapid growth of sophisticated technology has provoked a new way of teaching ESP. These digital technologies in some way enable the teachers to design teaching material more interesting as learning ESP is designed based on the students' needs related to the future professional workplace setting. Moreover, by adopting digital technology into the teaching classrooms, the student can find learning material easily and efficiently. Therefore, this research aims to find out the following issues: 1) what are the preferable digital tools used in learning ESP, and how they work in the classroom? 2) how do those tools influence the students’ motivation in learning ESP? This research employs a library research approach by examining a few related articles on the implementation of digital technology in ESP classrooms, and its impact on students in learning ESP. The result of the study shows that integrating digital technology in classroom ESP is beneficial. Students are more interactive, ...
Students’ Motivation in Learning English During the Online Class
Journal of English Education Program
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...
Journal of Language Teaching and Research, 2022
Every language learner has various dreams and purposes in learning a language. Different motivations are also commonly found among EFL learners. This study reveals the motivations of 33 English language learners from Indonesia. They were all writing students of an English Language Education Program (ELEP) in a private university in Central Java, Indonesia. The classes they attended were Procedural Writing (14 students from the 2020 class year), Research Report Writing (10 students from the 2017 class year), and Research Proposal (9 students from the 2018 class year). Data were derived through questionnaires and interviews. The first finding was that 87.88% of the respondents were intrinsically motivated. However, both intrinsic and extrinsic motivation might be a big drive leading to students’ success. The second discovery was that 81.82% of the students were instrumentally rather than integratively motivated. Instrumental motivation could also be a big initiative for students to le...
2019
This thesis is an exploratory study of the implementation of technology-mediated Task-Based Learning (TBL) in an English as a Foreign Language (EFL) context in an Indonesian vocational higher education institution. It investigated naturally occurring TBL writing classes to examine how digital technologies influenced students’ motivation and performance in writing modules. Three research questions were identified relating to 1) the way motivation to learn English writing skill is reflected in technology-mediated TBL learning, 2) the factors affecting motivation, and 3) the way the students completed their writing tasks. Mixed method data collection and analysis were conducted. 145 students from three-year groups participated by responding to the online questionnaire. 47 students from these groups participated in eight focus group discussions (FGD), and 13 students from graduate groups also volunteered to take part in another 2 FGDs. Two classes from Year 1 (47 students) were taken as...
Motivational Factors in the Indonesian EFL Writing Classroom
2015
Despite the essence of motivation as one of primary determinants for students’ learning achievement, issues of factors influencing students’ motivation in learning a particular subject, particularly English as a Foreign Language (EFL) writing with regard to Indonesian university students, have not been discussed sufficiently. The study reported in this paper aims to explore motivational factors perceived by Indonesian university students in their EFL writing classroom. The participants of the study were 19 freshmen at Creative Writing Class F within the English Language Education Study Program, Faculty of Language and Literature, Satya Wacana Christian University (ED-SWCU), academic year 2014/2015. Data was collected through reflective journals in which the participants wrote their reflections dealing with the issues. The data analysis appeared to prove that positive teacher’s performance, inspiring classmates, motivational parents, and positive classroom atmosphere were primary factors influencing the students’ learning motivation in their classroom. Finally, the present study would seem to indicate the importance of constructive collaboration among teachers, students, and parents in determining the students’ learning motivation and academic achievement in their EFL writing classroom.
The Type of Students’ Motivation in Online English Learning
Journal of English Teaching, Applied Linguistics and Literatures (JETALL)
Nowadays, during the pandemic of covid-19, the learning process in higher education is conducted through online learning particularly for English subject and this is a new thing both for the lecturer and students as well. This situation can affect the students’ motivation in learning particularly English as a foreign language. Based on this phenomenon, the objectives of this study was to find out the students’ motivation type in learning English in Institute of Business STIKOM Bali. The subject of this study was the students who learn English in the first semester academic year 2020/2021. The result of this study revealed that the students’ type motivation in learning English was a type of an integrative motivation rather than instrumental motivation. However, based on the mean score of both motivations, it was also on the high level of motivation. It is hoped that this finding can be used as a reference to conduct an advance research in the same area.
The impact of online use of English on motivation to learn
Computer Assisted Language Learning, 2019
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.
مجلة الجامعة العراقية المؤتمر العلمي الدولي الرابع, 2020
Technology is a fundamental tool that demanding in preparation of language teaching and learning regarding as globally engaged which goes spontaneously with the 21 st language skills. The purpose of this study was to investigate the impact of technology on a student's motivation to learn new data about the material how to teach methods in ELT. The procedure involved of two groups. Control group was taught in a conventional course reading. An experimental group was to finish students' tasks in the google classroom assignments. A mix of technology PC based enhanced exercises and conventional course book and pencil exercises were utilized over a time of almost two months. Information was gathered through quantitative surveys and qualitative observations and responses from questioning students. Analysis of the data collected shows that student motivation and joy of learning increases as technology is used in the classroom. Conventional techniques for guidance were not recorded as paramount or inspirational for most students.
Effects of New Media on English Language Learning Motivation at Tertiary Level
Advances in Language and Literary Studies
Different new media tools like Facebook, blogs, wikis, Google docs and YouTube are perceived to have effects on English language (L2) learner motivation at the tertiary level in Bangladesh. However, the effects of new media usage on L2 learner motivation are not defined yet in the context. This study investigates the effects of new media usage on L2 learner motivation at the tertiary level. A qualitative research design is used throughout the study to collect and analyze the data. Data were collected through six Focus Group Discussion (FGD) with 30 tertiary level English language learners from eight universities located in Bangladesh. The findings of the study show that new media usage in English language learning motivates learners immensely, transforms dependent and passive learners into active and autonomous learners, makes them participatory, engaging and enthusiastic in learning, and works as a supplement to the classroom teachings. However, culturally inappropriate and wrong i...