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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Chen Yu-lin
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DOI:10.17265/2159-5836/2015.08.013
Affiliation(s)
Tatung University, Taipei, Taiwan
ABSTRACT
This study aims to investigate technology-integrated language learning courses that benefit elementary language learners’ desire to learn English (motivation) and how they are related to the student’s performance. Theories guiding this investigation included Dörnyei’s L2 Motivational Self System and Gardner’s Socio Psychological System to describe language learners’ desire to learn (motivation). Thirty-five 3rd grade elementary school students, who are learning English with technology at school, were included in this study. The result indicates that the features of technology students like to use while learning have positive and significant correlation with desire to learn English (motivation); and their previous technology learning experience and motivation have significant influence on their final grade. This final analysis could provide a guideline for EFL teachers or students who are in teacher training programs to integrate technology into their future courses.
KEYWORDS
CALL, motivation, EFL, performance
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References
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Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15(3), 241-249.
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Krashen , S. D. (1985). The input hypothesis: Issue and implications. New York: Longman.
Martinez-Lage, A., & Herren, D. (1998). Challenges and opportunities: Curriculum pressures in the technological present. In J, Harper, M. Lively, and M. Williams (Eds), The coming of age of the profession: Issues and emerging ideas for the teaching of foreign languages. Bosten: Heinle & Heine Publishers.
Maxwell, D. (1998). Technology and foreign language learning. A report to the Charles E. Culpeper Foundation. Washington, DC: National Foreign Language Center.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language journal, 78(1), 12-28.
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
Richard-Amato, P. (1996). Making it happen—Interaction in the second language classroom: From theory to practice (2nd ed.) White Plains: Longman.
Roussel, S. (2011). A computer assisted method to track listening strategies in second language learning. ReCALL, 23, 98-116.
Rüschoff, B., & Ritter, M. (2001). Technology-enhanced language learning: Construction of knowledge and template-based learning in the foreign language classroom. Computer Assisted Language Learning, 14(3-4), 219-232.
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology, 6, 165–180.
Strambi, A., & Bouvet, E. (2003). Flexibility and interaction at a distance: A mixed-mode environment for language learning. Language Learning & Technology, 7, 81-102.
Torii-Williams, E. (2004). Incorporating the use of e-mail into a language program. Computer Assisted Language Learning, 17(1), 109-123.
Ushida, E. (2005). The role of students’ attitude and motivation in second language learning in online language courses. CALICO Journal, 23, 49-78.
Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning 24(3), 199-210.
Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 Self. (pp.144-163). Bristol: Multilingual Matters.
Ayres, R. (2002). Learner attitudes towards the use of CALL. Computer Assisted Language Learning, 15(3), 241-249.
Bruner, J. (1960). The process of education. Cambridge, MA: Harvard University Press.
Chang, M. M., & Lehman, J. D. (2002). Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model. CALICO Journal, 20(1), 81-98.
Chapelle, C. (2001). Computer applications in second language acquisition. Cambridge: Cambridge University Press.
Chapelle, C., & Jamieson, J. (1986). Computer-assisted language learning as a predictor of success in acquiring English as a second language. TESOL Quarterly, 20, 27-46.
Csizér, K., & Kormos, J. (2009). Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. Motivation, Language Identity and the L2 Self. Bristol: Multilingual Matters, 98-119.
Csizér, K., & Lukács, G. (2010). The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System,38(1), 1-13.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (2005). The psychology of the language learner. Individual differences in second language acquisition. NJ: Lawrence Erlbaum Associates.
Ely, C. M. (1986). Language learning motivation: A descriptive and causal analysis. The Modern Language Journal, 70(1), 28-35.
Gardner, R. C. (1991). Second-language learning in adults: Correlates of proficiency. Applied Language Learning, 2(1), 1-28.
Gardner, R. C., & MacIntyre, P. D. (1993). A student’s contribution to second language learning. Part II: Affective variables. Language Teaching, 26, 1-11.
Gruber-Miller, J., & Benton, C. (2001). How do you say “MOO” in Latin? Assessing student learning and motivation in beginning Latin. CALICO Journal, 18, 305-338.
Higgins, E. T. (1998). Promotion and prevention: Regulatory focus as a motivational principle. Advances in Experimental Social Psychology, 30, 1-46.
King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15(5), 509-52.
Krashen , S. D. (1985). The input hypothesis: Issue and implications. New York: Longman.
Martinez-Lage, A., & Herren, D. (1998). Challenges and opportunities: Curriculum pressures in the technological present. In J, Harper, M. Lively, and M. Williams (Eds), The coming of age of the profession: Issues and emerging ideas for the teaching of foreign languages. Bosten: Heinle & Heine Publishers.
Maxwell, D. (1998). Technology and foreign language learning. A report to the Charles E. Culpeper Foundation. Washington, DC: National Foreign Language Center.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language journal, 78(1), 12-28.
Papi, M. (2010). The L2 motivational self system, L2 anxiety, and motivated behavior: A structural equation modeling approach. System, 38(3), 467-479.
Richard-Amato, P. (1996). Making it happen—Interaction in the second language classroom: From theory to practice (2nd ed.) White Plains: Longman.
Roussel, S. (2011). A computer assisted method to track listening strategies in second language learning. ReCALL, 23, 98-116.
Rüschoff, B., & Ritter, M. (2001). Technology-enhanced language learning: Construction of knowledge and template-based learning in the foreign language classroom. Computer Assisted Language Learning, 14(3-4), 219-232.
Stepp-Greany, J. (2002). Student perceptions on language learning in a technological environment: Implications for the new millennium. Language Learning & Technology, 6, 165–180.
Strambi, A., & Bouvet, E. (2003). Flexibility and interaction at a distance: A mixed-mode environment for language learning. Language Learning & Technology, 7, 81-102.
Torii-Williams, E. (2004). Incorporating the use of e-mail into a language program. Computer Assisted Language Learning, 17(1), 109-123.
Ushida, E. (2005). The role of students’ attitude and motivation in second language learning in online language courses. CALICO Journal, 23, 49-78.
Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives. Computer Assisted Language Learning 24(3), 199-210.
Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 Self. (pp.144-163). Bristol: Multilingual Matters.