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THE ROLE OF EFL LEARNERS’ MOTIVATION IN MOBILE LANGUAGE LEARNING
Abstract
The study of language learners’ motivation has long been seen as key factor that determine success in second language (L2) learning and befitting its central role, there is a growing body of research of mobile language learning (MLL) strives to sheds light on understanding its motivational dimension. Based on Self-Determination Theory (SDT) of motivation, the more intrinsic motivated learners are the better they engage in the activity. Learners may also show different orientations other than intrinsic (i.e., extrinsic), which vary greatly in the degree to which is self determined or controlled by the learner. To maintain and promote more self determined forms of motivation, SDT emphasises that learners need to feel autonomous, competent and connected with others inside and outside the class including the teacher. Nevertheless, the role of learners' motivational orientations in the MLL context has not been address thoroughly in the literature. Since authentic interaction in technology is vital for L2 learning, a social networking mobile application (i.e., WhatsApp) will be used in this study as an example of MLL implementation to explore how learners’ informal use of such application with their teacher can foster their motivation to learn an L2. A pre- and post-test will be administrated to identify any changes in motivation that attributed to the use of MLL implementation. This study may contribute to a greater recognition of the advantages and challenges of applying these devices in language learning context. This study
will also reveal the extent that language learners perceive and engage in MLL.
... Mobile-assisted language learning (MALL), a subset area of mobile learning (m-learning), is seen as a pedagogical approach that explores the educational applications of various tools and their relationship to the motivation of language learners (Alamer, 2015;Shadiev, Liu, & Hwang, 2020;Loewen et al., 2019). Such a pedagogical approach has its own learning theories and practices, which are also influenced by the psychological and social development of individuals. ...
... This is a valid question to be addressed especially in the context of Saudi Arabia, where many learners of English are still lagging behind and feeling unmotivated to engage in language learning activities inside and outside the classroom (Alamer, 2021a;Alamer & Lee, 2019;Alqurashi, 2014;Alrabai, 2017). Although the usefulness of MALL for English language learners and its effectiveness in increasing their motivation may be intuitively self-evident and thus ingrained, empirical research is needed to test these assumptions (Alamer, 2015). As such, the main purpose of this study was to test the effects of MALL on learners' motivation by scrutinizing the directional relationship between WhatsApp, one of the tools belonging to the field of MALL, and L2 motivation. ...
... This standpoint allows researchers to better recognize the potential of MALL in enhancing and fostering motivation and, if supported, indicates how such implementation can be sustained through the hurdles, challenges, and success that are central in the learning of L2. In line with some key studies such as Alamer (2015), Fathali and Okada (2016), Jeno, Adachi, Grytnes, Vandvik, and Deci (2019), and Ryan and Deci (2020), this study examined how the use of WhatsApp by L2 instructors with their learners promotes feelings of the three basic psychological needs (BPN), namely autonomy, competence, and relatedness, in the learning process, which, in turn, foster more autonomous motivation throughout an entire one-semester language course. ...
The study of language learners’ motivation has long been considered a key, determining factor of success in second/foreign language acquisition. Based on self-determination theory (SDT), the more autonomously motivated learners are, the better they engage in an activity. To sustain autonomous motivation, the learners’ basic psychological needs (BPN) of autonomy, competence, and relatedness should be satisfied. Nevertheless, the role of these three components and their relation to autonomous motivation in the mobile-assisted language learning (MALL) context has not yet been addressed in the literature. Therefore, a social networking mobile application (WhatsApp) has been used to explore how teachers’ informal use of such an application relates to an increase in students’ motivation. A quasi-experimental design was adopted for two groups of Saudi university students enrolled in the English language department at two major universities (N = 447). The structural model revealed a significant improvement in the effects of Time 1 autonomy on Time 2 autonomous motivation as well as in the effects of Time 1 autonomous motivation on Time 2 autonomous motivation exclusively in the experimental group. The two-time repeated measure of ANOVA substantiated the increase in autonomous motivation exclusively among students in the experimental group. This study contributed to greater recognition of the advantages and challenges of applying WhatsApp as a tool of MALL in the educational system.
... Exploring methods to improve students' motivation to learn English could create more competent English learners, which is the core goal of language educators and researchers. Arguably, excellent motivation among language learners arises from proper teaching (Alamer, 2016;Al-Khairy, 2013). Alamer (2016) argued that using mobile applications appropriately for the purpose of language instruction can facilitate and sustain language learning. ...
... Arguably, excellent motivation among language learners arises from proper teaching (Alamer, 2016;Al-Khairy, 2013). Alamer (2016) argued that using mobile applications appropriately for the purpose of language instruction can facilitate and sustain language learning. ...
... Research into EFL learning affords some insight into the relationship between learners' motivations and the use of mobile applications (Alamer, 2016;Jong et al., 2018). In recent years, there has been an increase in the use of MGBLLAs in EFL classrooms, with researchers citing their various benefits as motivational, interesting, and enhanced learning tools (Gozcu & Caganaga, 2016). ...
This study examines the effect of integrating mobile-game based language learning applications (MGBLLAs) on Saudi female English as a Foreign Language (EFL) students’ motivation to learn English. It explores the perceptions of students regarding the pedagogical value of the following free MGBLLAs: Game books: Great Reader, Game to learn English - EnglishTracker, and Learn English Vocabulary Pop Quiz. A group of thirty Saudi female beginner level students, aged from 18-20 years old and enrolled for their foundation year at King Abdulaziz University (KAU) participated in the study. The study was carried out over a seven week period. Data were collected using two questionnaires. A pre-MGBLLAs integration questionnaire was modified to determine students’ motivations for learning English. A post-MGBLLAs integration questionnaire designed by the author was also issued. It was utilized to explore the perceptions of students regarding the use of the three mobile game-based language learning apps, and to discover any impact on learner motivation. The results of the pre-MGBLLAs integration revealed that the EFL students were motivated to learn English. However, their motivation was high instrumental motivation, because it is taught as a compulsory course in their foundation year and they must achieve high scores to be able to start studying their preferred major. Significantly, the findings of the post-MGBLLAs integration questionnaire revealed that students perceived the three apps as beneficial for learning and improving motivation. These results contribute to the literature regarding mobile game based learning, and EFL students’ motivation.
... Motivation is a key element in the learning process for achieving success (Filgona et al., 2020). Researchers have found that learners' motivation to learn can be affected by their involvement and learning outcomes (Alamer, 2015;Brooker et al., 2018;Huang et al., 2023). The evidence suggests that the learning experience impacts learners' motivation, and this motivation interacts dynamically with their environment (Alamer, 2015). ...
... Researchers have found that learners' motivation to learn can be affected by their involvement and learning outcomes (Alamer, 2015;Brooker et al., 2018;Huang et al., 2023). The evidence suggests that the learning experience impacts learners' motivation, and this motivation interacts dynamically with their environment (Alamer, 2015). The motivation of students to learn is strongly influenced by their level of engagement in learning. ...
This study aimed to investigate how AI impacts students’ intrinsic motivation and learning experiences in various cultural and academic settings. An analysis of the effects of AI-powered learning tools on intrinsic motivation and learning enhancement was conducted in early 2024. The study recruited 455 students (192 males and 263 females) from Egypt, Saudi Arabia, Spain, and Poland who were studying diverse majors in educational faculties. Using a 5-point Likert scale, the validated instrument included three dimensions with a total of 10 items: intrinsic motivation and AI, AI and enhancing learning, and overall perception of AI in education. Significant differences were found by nationality and major, with Polish students and education technology majors showing the highest motivation levels. As a result of enhancing learning experiences, autonomy, and critical thinking skills, AI tools were found to positively influence motivation. Motivation, however, was not significantly influenced by academic level. Despite ethical concerns, students held a moderately positive view of artificial intelligence in education. Further research on optimal AI implementation and ethical considerations in education is necessary based on these findings.
... There are several definitions concerning the concept of motivation [2,3], in this work we adopt the Vallerrand and Till [4] definition, which stresses that the motivation is: "the hypothetical construct used to describe internal and/or external forces producing triggering, direction, intensity and persistence of behavior" cited in [5,6]. Learners' motivation ranges from intrinsic motivation in which learner is motivated due to the challenges or the fun whenever they are doing the task, to extrinsic motivation in which the learners take action due to external stimuli, rewards, or avoiding pressure or punishment [7,8,9]. In 2000, Deci and Ryan [9] developed a motivational model that highlights the different aspects of the motivational state. ...
... With the Vallerand motivation test and the analysis of digital traces we realized that the type and degree of motivation is reflected in most cases by the number and quality of participation. Learners with high motivation had more encouragement and efforts to collaborate and participate with quality, more than the less motivated learners [7]. Indicator of online participation as the strongest factor that drives online learner's intrinsic motivation [32], in this sense the most intrinsic motivated learners collaborate, share and participate much and with high quality. ...
Learning platforms provide new learning opportunities. They are rich on techno-pedagogical tools, enabling learners to collaborate, interact and share resources easily and freely between them, based on their needs and preferences. But the limit of these platforms is that they do not take into consideration the learners' motivation. Detecting and understanding the learner motivational state requires a rigorous analysis of the interaction traces between the learner and his learning environment. This paper aims to propose and verify some indicators to facilitate the analysis of digital traces, in view to detect the learner's motivational state. Being able to understand the motivational state could help stakeholders (tutor, teacher, pedagogical designer, etc.) to facilitate the learning process, by creating personalized courses.
... And learners derive enjoyment from participating in these activities. Studies (Bems et al., 2016;Gamlo, 2019;Alamer, 2015;and Guaqueta & Castro-Garces, 2018) have shown that students who integrate LLAs into their language learning journey exhibit a higher degree of motivation and enthusiasm for language learning compared to those who do not. ...
Gender variation emerges as one of the relevant concepts in the domain of language education because it facilitates understanding individuals' approaches to language learning, including the adoption and use of technology. The current study, with a focus on language learning technology, aims to explore how gender variation influences learners' use of language learning apps to improve their language skills. To achieve the study's objective, we adopted a mixed research methodology. We purposefully selected one hundred and forty-three (146) foreign language students for this research. Using mixed methods, all the students participated in the quantitative survey, while only four students participated in the qualitative part of the research. The participants' responses to the first research question revealed that gender variation is evident in some aspects but less so in others. There was a clear gender difference in preference and confidence in the use of language learning apps (LLAs). In terms of preference, the male respondents (mean = 4.1) show that they have a stronger preference for gaming LLAs than collaborative and communication LLAs. The females also show interest in using gaming LLAs, but with a relatively low mean score (mean = 2.9), indicating that the females may be consistent in their preference for collaboration and communication. The male students' mean score (4.6) in regard to the fifth survey item demonstrated strong confidence in using LLAs compared to their female counterparts (mean = 4.4). While there was moderate gender variation in regards to app navigation and the type of language skill improved using LLAs, gender variation is absent in terms of frequency in the use of LLAs among the respondents (both genders).
... Seliaman and Al-Turk (2012) found that Saudi college students used mobile technology to access lectures and learning materials on foreign language learning. Teachers in Saudi Arabia are encouraged to adequately utilize devices such as smartphones to teach EFL students (Alamer, 2016). In addition, Al-Fahad (2009) Gender differences have been observed in accepting technology in the language learning process (Kim & Yoo, 2017). ...
This study investigated the views of Saudi EFL students toward using English Language Learning Mobile Apps (MELLA) to learn English. A quantitative approach consisting of questionnaires was used to collect data from eighty-nine participants who shared their attitudes and perceptions about MELLAs. Questionnaire items were rated on a Likert scale which ranged from “Strongly Disagree” (1, very low) to “Strongly Agree” (5, very high). Mean Likert scale scores were used to evaluate participants’ responses. The study found that Saudis’ perceptions of MELLA exceeded their attitudes. Moreover, gender differences were found in Saudis’ attitudes toward the use of MELLA. The highest-ranking female attitude mean scores were observed on items related to pronunciation, dictionary, and listening apps while the highest-ranking male attitude mean scores were related to dictionary, listening, and vocabulary apps. Furthermore, the Saudis’ mean score for MELLA perception was higher than the mean score for MELLA attitude. Results also show that females have a higher perception than males. Finally, minor gender differences regarding MELLA perception were also found; the highest female mean scores were based on easiness and flexibility in the use of apps while males highly perceived the convenience of using an app anywhere and at any time as being most important to them.
... They concluded that integrating games was a convenient option as the use of such kinds of activities was recorded to develop students' motivation to learn grammar. Such findings were much supported by many other research studies (Alamer, 2016;Jong et al., 2018). Additionally, it is worth mentioning that Mobile game-based language learning applications bolstered not only learners' motivation but also lifelong learning (Ebrahimzadeh & Alavi, 2016). ...
Currently, the utilization of mobile devices and more specifically mobile language
applications is a current ongoing tendency. In line with this trend, this study investigated the
linkage between language learning style preferences, class level, and gender on the one hand
and the use of mobile applications for EFL learning among university students in Tunisia on
the other hand. The considered variables were gauged using a Likert-scale response format
questionnaire. The subjects were 180 Tunisian university students at the Higher Institute of
Management of Gabes aged 19 to 28. Two data analysis procedures were used: namely, the
Spearman Rho correlation giving insight into the correlations among the study variables, and
the alpha internal consistency coefficient informing about the reliability of its instrument.
Based on the study findings, students’ language learning style preferences proved to have a
direct bearing on the use of mobile applications for EFL learning. Concerning the link between
class level and mobile applications for EFL learning use, no meaningful relationships were
registered between these two variables. As regards the correlation between gender and the use of
mobile applications for EFL learning, no significant difference was detected between male
students and their female counterparts. Through the achieved results, it is recommended that
the interrelationship between students' differences and the use of mobile applications for EFL
learning is a field of research that merits further scientific exploration to shed more light on the
existing literature regarding the use of mobile applications for EFL learning.
... They concluded that integrating games was a convenient option as the use of such kinds of activities was recorded to develop students' motivation to learn grammar. Such findings were much supported by many other research studies (Alamer, 2016;Jong et al., 2018). Additionally, it is worth mentioning that Mobile game-based language learning applications bolstered not only learners' motivation but also lifelong learning (Ebrahimzadeh & Alavi, 2016). ...
Currently, the utilization of mobile devices and more specifically mobile language applications is a current ongoing tendency. In line with this trend, this study investigated the linkage between language learning style preferences, class level, and gender on the one hand and the use of mobile applications for EFL learning among university students in Tunisia on the other hand. The considered variables were gauged using a Likert-scale response format questionnaire. The subjects were 180 Tunisian university students at the Higher Institute of Management of Gabes aged 19 to 28. Two data analysis procedures were used: namely, the Spearman Rho correlation giving insight into the correlations among the study variables, and the alpha internal consistency coefficient informing about the reliability of its instrument. Based on the study findings, students' language learning style preferences proved to have a direct bearing on the use of mobile applications for EFL learning. Concerning the link between class level and mobile applications for EFL learning use, no meaningful relationships were registered between these two variables. As regards the correlation between gender and the use of mobile applications for EFL learning, no significant difference was detected between male students and their female counterparts. Through the achieved results, it is recommended that the interrelationship between students' differences and the use of mobile applications for EFL learning is a field of research that merits further scientific exploration to shed more light on the existing literature regarding the use of mobile applications for EFL learning.
... Researchers observe that children learn first language (L1) without being adequately motivated just because it is acquired unconsciously. However, when learning a second language (L2), adequate motivation is a must because it is a foreign language and the child has already learnt L1 (mother-tongue) which is different with L2 in culture, grammar, spellings and sounds (Alamer, 2016). According to research done in Nigeria by Babikkoi et al. (2012) found that learners have low English language proficiency which has affected their performance in national examinations for many years. ...
Purpose: This paper sought to determine the teaching methods and strategies increasing learners’ motivation in English language lectures at the university level. The study was based on social cultural theory of learning. Methodology: The study adopted quantitative design, descriptive statistics method to understand the problem at hand. The target population consisted of 375 Bachelor of Education Arts students. Simple random sampling was used to sample 100 third year Bachelor of Education (Arts) students in a public university. Questionnaires and document analysis of research articles were used to collect raw data from 100 students. The data was analyzed using SPSS computer package. Findings: The teaching methods that highly motivated students were explanation, discussion, interactive lectures and demonstration, teaching methods that moderately motivated learners were task-based method, case study and communicative language teaching and least motivating was audio lingual method. Highly motivating teaching strategies were group discussion and presentation, CATs and drama and moderately motivating teaching strategies were class assignments, debate, term paper assignments, pair work and dialogues. Recommendation: Based on the study findings the study recommends that lecturers to strive to determine their learner’s needs and specific learning styles in order to adopt the correct teaching methods and strategies that motivate them to learn English language.
... This is in line with the SDT argument, which posits that language-learning tasks that enhance students' basic needs of autonomy, competence, and relatedness lead to greater adoption of autonomous types of motivation (Alamer, 2022a(Alamer, , 2022b Alamer & Alrabai, 2022). Overall, this observation is also consistent T A B L E 4 Correlations between the variables in the structural model (Spearman's ρ) with previous research on the effectiveness of mobile applications for enhancing students' autonomous motivation (Alamer, 2015;Alamer & Al Khateeb, 2021;Jeno, Adachi, et al., 2019;. More specifically, our evidence points to the robustness of this effect in the context of WhatsApp. ...
Background
Mobile‐assisted language learning (MALL) has long been advocated to promote students' language study outcomes. However, little is known about how using instant messaging applications (an example of MALL) affect student motivation, language anxiety, and actual achievement.
Objectives
To help close this gap, we have conducted a quasi‐experimental study, in which we have used self‐determination theory to test a mediational process model, in an effort to understand the psychological mechanisms that underlie the effect of instant messaging applications on student outcomes.
Methods
Two groups of Saudi undergraduate students (N = 447) were recruited to participate in the study. Participants under the experimental condition were invited to engage in language‐related tasks with their teacher outside of class through the WhatsApp application, whereas participants under the control condition received standard teaching. We applied partial least square structural equation modelling (PLS‐SEM) to test our model.
Results and Conclusions
The results of the PLS‐SEM showed that the total effects of using instant messaging applications on autonomous motivation and L2 achievement were significant but that language anxiety was influenced only indirectly and negatively through language achievement. Also, the PLS‐SEM showed that our results have strong predcitive power indicating support for external validity.
Implications
Our results show that instant messaging applications can be used to facilitate interest and achievement and to decrease anxiety. Furthermore, we are contributing to L2 methodological literature by using applications of PLS‐SEM in experimental designs that can help researchers and practitioners of motivational processes.
... Motivation in language learning is a key factor since it determines to learn success or knowledge improvement [23]. Due to its complexity and details, grammar learning requires learners to give more effort and have a positive attitude to achieve the goal of learning [23], and thus, a proper motivational-based instructional design is essential for effective outcomes of learning [24], and thus, a proper motivational-based instructional design is essential for effective outcomes of learning [25]. Considering the above claims, it can be argued that motivation can play a crucial role in effective grammar learning and that, if the proper motivational theoretical framework is adhered to designing the instructions in mobile-based grammar learning tool, it can increase engagement and effectiveness of learning. ...
Language learning is an emerging research area where researchers have done significant contributions by incorporating technological assistantship (i.e., computer- and mobile-assistant learning). However, it has been revealed from the recent empirical studies that little attention is given on grammar learning with the proper instructional materials design and the motivational framework for designing an efficient mobile-assisted grammar learning tool. This paper hence, reports a preliminary study that investigated learner motivation when a mobile-assisted tool for tense learning was used. This study applied the Attention-Relevance-Confidence-Satisfaction (ARCS) model. It was hypothesized that with the use of the designed mobile- assisted tense learning tool students would be motivated to learn grammar (English tense). In addition, with the increase of motivation, performance outcome in paper- based test would also be improved. With the purpose to investigate the impact of the tool, a sequential mixed-method research design was employed with the use of three research instruments; Instructional Materials Motivation Survey (IMMS), a paper-based test and an interview protocol using a semi-structured interview. Participants were 115 undergraduate students, who were enrolled in a remedial English course. The findings showed that with the effective design of instructional materials, students were motivated to learn grammar, where they were positive at improving their attitude towards learning (male 86%, female 80%). The IMMS findings revealed that students’ motivation increased after using the tool. Moreover, students improved their performance level that was revealed from the outcome of paper-based instrument. Therefore, it is confirmed that the study contributed to designing an effective multimedia based instructions for a mobile-assisted tool that increased learners’ motivational attitude which resulted in an improved learning performance.
... Moreover, the interview revealed that students experienced emotions of happiness, pride, and joy from using the WhatsApp application in the experiment (Çam & Can, 2019). The correlation between WhatsApp and students' motivation in language learning/teaching has also been reviewed in many studies (Alamer, 2016;Bensalem, 2018;Han & Keskin, 2016;Khan, 2016). Motivation can be defined as 'the set of thoughts and feelings that create a person's interest to do something' (Alnakeeb, 2012:19). ...
This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students’ attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students’ anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching. Keywords:
... Moreover, the interview revealed that students experienced emotions of happiness, pride, and joy from using the WhatsApp application in the experiment (Çam & Can, 2019). The correlation between WhatsApp and students' motivation in language learning/teaching has also been reviewed in many studies (Alamer, 2016;Bensalem, 2018;Han & Keskin, 2016;Khan, 2016). Motivation can be defined as 'the set of thoughts and feelings that create a person's interest to do something' (Alnakeeb, 2012:19). ...
This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students’ attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students’ anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching.
... Moreover, the interview revealed that students experienced emotions of happiness, pride, and joy from using the WhatsApp application in the experiment (Çam & Can, 2019). The correlation between WhatsApp and students' motivation in language learning/teaching has also been reviewed in many studies (Alamer, 2016;Bensalem, 2018;Han & Keskin, 2016;Khan, 2016). Motivation can be defined as 'the set of thoughts and feelings that create a person's interest to do something' (Alnakeeb, 2012:19). ...
This study aimed to explore the impact of WhatApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students' attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students' anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching.
... Moreover, the interview revealed that students experienced emotions of happiness, pride, and joy from using the WhatsApp application in the experiment (Çam & Can, 2019). The correlation between WhatsApp and students' motivation in language learning/teaching has also been reviewed in many studies (Alamer, 2016;Bensalem, 2018;Han & Keskin, 2016;Khan, 2016). Motivation can be defined as 'the set of thoughts and feelings that create a person's interest to do something' (Alnakeeb, 2012:19). ...
Starting the teaching profession can be considered as challenging for novice teachers Dickson, et. al, (2014). Thus, this study aims to explore the linguistic difficulties that novice teachers encounter and the major defects that such teachers have in their lesson planning while demonstrating the lesson steps to their pupils. The sample of this study is nine of the fourth level students at the English department, college of education, Al-Mahra, Hadhramout university, for the academic year 2017- 2018. The researcher uses qualitative research design. The data were collected using classroom observation and novice teachers' lesson plans. The study found that the majority of the Yemeni novice teachers have problems in pronunciations which if not amended will be transferred into the learners. Overuses of Arabic is also the second major problem that the novice teachers had. Moreover, time is not organized effectively during the lesson steps. No enough activities are used in each lesson, and assessment is hardly done. The study also revealed that the novice teachers have problems in preparing their lesson plans. Such problems start from the fogy teaching objectives and the warming up activities are minimized to just ask the class about the time and date of the day. Similarly, the activities are not enough to achieve the lesson objectives and finally the time of each lesson step is not set and assessment is not mentioned.
... Todos los participantes afirman haber percibido un aumento en su motivación tras la intervención basada en MALL. Estos resultados coinciden con los de Alamer (2015) y Hsu et al. (2013), quienes afirman que si el aprendizaje móvil de lenguas es utilizado correctamente puede aumentar la motivación del alumnado de lenguas extranjeras. Su estudio se basó en el uso informal de la tecnología móvil. ...
En la actualidad, el empleo de las tecnologías móviles está ampliamente extendido. Debido a ello, en los últimos años ha habido un creciente interés por incluir estos elementos en la enseñanza y visibilizar sus posibilidades educativas. Sin embargo, aún son escasos los trabajos que han estudiado este aspecto en Inglés como Lengua Extranjera en la etapa de educación secundaria. Por ello, el objetivo de este estudio fue el de conocer las percepciones de alumnado y profesorado sobre una intervención basada en Mobile Assisted Language Learning. Se utilizó un diseño de estudio de caso. 18 estudiantes de educación secundaria y una profesora participaron en la investigación. Se utilizaron diferentes instrumentos para la recogida de información: (1) diario del profesor, (2) pregunta abierta, y (3) entrevistas semi-estructuras. Se empleó el programa Atlas.ti 7 para ayudar a la gestión de la data. Todas las respuestas de los participantes fueron analizadas mediante métodos de comparación constante y análisis de contenido. El análisis de los datos produjo seis categorías: aprendizaje, novedad, cooperación, motivación, enfoque de enseñanza y amistad. Los resultados señalaron que la intervención ayudó al alumnado a mejorar sus competencias lingüísticas, su motivación por aprender inglés, a trabajar en equipo y a mejorar los lazos de amistad con sus compañeros. Asimismo, el planteamiento fue considerado novedoso, alejado del enfoque tradicional de enseñanza basado en el libro de texto. Como conclusión, estos resultados reflejan los beneficios educativos del aprendizaje mediante dispositivos móviles en la asignatura de Inglés como Lengua Extranjera en educación secundaria.
... In Brazil, WhatsApp is by far the most used app for instant communication. According to DMR 3 Most of the recent research involving WhatsApp in teaching and/or learning English as a foreign language [1,2,3,4,5,6,7] attest the app is promising in serving both as a democratic communication platform and as a repository of learning material, being successful in promoting interaction, motivation and learning. ...
The use of digital technologies has influenced a growing number of Brazilian teachers of English as an additional language to try their best to integrate them to their practices. This study focuses on the development of multiliteracies and on the use of affordances from WhatsApp in the process of creating a personal profile by four students at a private language course in Brazil. The process was organized in three moments: awareness about WhatsApp resources and the target textual genre characteristics; processual production of the written version of the profile; and processual production of an oral version of the profile to share with the group. By means of a comparative analysis between the different versions of the profiles made by each student, it was possible to verify the development of their digital, linguistic, visual, gestural, audio, spatial and critical literacies. Data from a semi-structured interview were used to find out which affordances the students used throughout the process and how. The results indicate that WhatsApp has the potential to serve as a virtual arena for mediating students’ learning, and fostering collaboration and autonomy development. The students feel at ease with it and interact fluently, both in their mother tongue and sometimes in English. The results may inform language teachers in their decisions related to the use of WhatsApp as a resource capable of reinforcing outside the classroom, the learning that takes place inside of it.
Keywords: textual production, English, multiliteracies, affordances, WhatsApp.
This research investigates the adoption of generative artificial intelligence (GenAI) tools as a means of enhancing academic writing instruction for university-level English as a foreign language (EFL) students, with a view to determining the impacts of these technologies on writing quality, learner motivation, and autonomy. Based on a mixed-methods methodology, the research compared pre- and post-test writing scores for students of AI-assisted versus traditional writing, with qualitative data from student reflection. Results indicated that the AI group performed significantly higher than the control group for vocabulary utilization, structural organization, as well as audience awareness. Qualitative results emphasized higher motivation levels and enjoyment, with some students demonstrating over-reliance on AI-generated text. These results concur with current literature regarding the affordances of AI to assist writing facility as well as i-rhetorical growth, but equally signal its associated risks regarding passive learning tendencies and loss of analytical thinking. This research concludes that while AI-powered GenAI writing tools can potentially augment academic writing instruction, they must be implemented with caution to ensure learner agency as well as independent writing development. Recommendations address guided execution, reflective practice, as well as ethical concerns to instructional design. This research advances knowledge of AI adoption in education through a balanced view of the teaching affordances as well as challenges of AI-facilitated writing for EFL students.
Technology has recently permeated every aspect of life. Technology, if integrated effectively, has the potential to facilitate the process of language education. Technology has already been widely employed in education. Furthermore, in recent decades, technology has plagued the field of language education. However, the use of cutting-edge technologies in language education has only recently come to fruition: literacy and augmented reality (Park & Khoshnevisan,2019); augmented reality and teacher education (Khoshnevisan, 2019); animated pedagogical agents (Khoshnevisan, 2018); augmented reality (Khoshnevisan & Le, 2018). Researchers have employed an array of technologies in the language learning process (Cheng & amp; Tsai, 2014; Wu, Lee, Chang, & amp; Liang, 2013). To deepen our understanding of the role of technology in language education, multiple researchers have explored the perceptions of language educators and learners: Wojciechowski & amp; Cellary, 2013; Di Serio, Ibáñez & Kloos, 2013; Wu, Chang, & Liang, 2013; Reinders & amp; Lakarnchua, 2014; Küçük, Yýlmaz, & amp; Göktaþ, 2014; Cheng & amp; Tsai, 2016. Mobile game apps have been recently recognized as useful technological tools to motivate language learners and increase their vocabulary levels in different contexts (EFL & ESL). To gain insight into the studies conducted concerning mobile game apps and their use in language education, the author intends to conduct a systematic literature review to analyze the related studies. This analysis will amount to discovering the impact of these apps on language learners’ motivation and learning gains. Beginning with the advantages and limitations of these apps, this article will present helpful pedagogical implications and future research ideas for emerging researchers.
Technology has recently permeated every aspect of life. Technology, if integrated effectively, has the potential to facilitate the process of language education. Technology has already been widely employed in education. Furthermore, in recent decades, technology has plagued the field of language education. However, the use of cutting-edge technologies in language education has only recently come to fruition: literacy and augmented reality (Park & Khoshnevisan,2019); augmented reality and teacher education (Khoshnevisan, 2019); animated pedagogical agents (Khoshnevisan, 2018); augmented reality (Khoshnevisan & Le, 2018). Researchers have employed an array of technologies in the language learning process (Cheng & amp; Tsai, 2014; Wu, Lee, Chang, & amp; Liang, 2013). To deepen our understanding of the role of technology in language education, multiple researchers have explored the perceptions of language educators and learners: Wojciechowski & amp; Cellary, 2013; Di Serio, Ibáñez & Kloos, 2013; Wu, Chang, & Liang, 2013; Reinders & amp; Lakarnchua, 2014; Küçük, Yýlmaz, & amp; Göktaþ, 2014; Cheng & amp; Tsai, 2016. Mobile game apps have been recently recognized as useful technological tools to motivate language learners and increase their vocabulary levels in different contexts (EFL & ESL). To gain insight into the studies conducted concerning mobile game apps and their use in language education, the author intends to conduct a systematic literature review to analyze the related studies. This analysis will amount to discovering the impact of these apps on language learners’ motivation and learning gains. Beginning with the advantages and limitations of these apps, this article will present helpful pedagogical implications and future research ideas for emerging researchers.
This article aims at examining the numerous roles of technologies as motivational factors in learning a foreign language. In this context, the links and the interactions between these technical means such as Internet Services, online applications, video games or any communicational tools and the motivational aspects of learning a foreign language have been examined expansively through various approaches and numerous applications that help in learning a foreign language. Moreover, an accurate literature review that focuses on significant studies that have investigated the effective use of technology and its impact on motivating learners to learn a foreign language has been taken under consideration in order to check whether technology has an important impact on the students' motivation or not. Furthermore, the notion of motivation in acquiring and learning a foreign language and its context as well as technology has been taken into account by focusing on studies that have shed light on this interesting topic.
This article aims at examining the numerous roles of technologies as motivational factors in learning a foreign language. In this context, the links and the interactions between these technical means such as Internet Services, online applications, video games or any communicational tools and the motivational aspects of learning a foreign language have been examined expansively through various approaches and numerous applications that help in learning a foreign language. Moreover, an accurate literature review that focuses on significant studies that have investigated the effective use of technology and its impact on motivating learners to learn a foreign language has been taken under consideration in order to check whether technology has an important impact on the students' motivation or not. Furthermore, the notion of motivation in acquiring and learning a foreign language and its context as well as technology has been taken into account by focusing on studies that have shed light on this interesting topic.
One challenge for educators is to find the most appropriate way to use and exploit Web 2.0 tools and services in order to enhance learner motivation and help learners engage in the learning process as well as overcome problems of lower self-esteem. This chapter proposes key criteria to draw links between technologies, motivation and engagement to learn a foreign language. To this end, based on three motivational models and inspired by gamification, we have compiled a list of 15 criteria for teachers to consider when designing online activities. The criteria were ranked according to their significance by 72 students from a French department at a large Greek university. The criteria are classified according to students’ perceptions and can be applied in the language learning classroom.
It is a common belief that engagement and motivation are crucial factors in learning and especially in language learning. In particular, increasing motivation can lead to the mobilization of students’ personal, cognitive, emotional and behavioral resources and, consequently to better learning results.
As digital technology has become more sophisticated, its tools and applications can be used in and outside the classroom, in both formal and informal settings, in order to increase students’ motivation. Amongst the various factors -tools, methods or strategies- that can lead to increased motivation, this paper examines the role of technology as a motivational factor in foreign language learning.
The relationship between the use of technological means such as web tools and services, digital games, mobile apps or communication tools and motivation in language learning context, has been studied extensively, with a wide variety of approaches, and within the framework of several language learning applications. In order to determine the real impact of technology on learners' motivation, an extensive literature review focusing on studies that have examined the impact of technology use in language learning and teaching on motivation to learn, has been carried out. Furthermore, this paper discusses the concept of motivation in learning context and the relationship between technology and language learning, summarizes some of the numerous studies and researches on this subject, presents a synthesis of the studies examined, and formulates conclusions and perspectives for effective integration of technology as a motivational tool / factor in language learning context.
This study examined an integrated process model of second language motivation based on the framework of self-determination theory (SDT). Specifically, this research investigated the extent to which satisfying basic psychological needs (BPN) are related to SDT orientations and, in turn, to the effort expended and how these factors relate collectively to vocabulary knowledge. Revised scales assessing students’ BPN (the Basic Psychological Needs of Second Language Scale) and SDT orientations (the Self-Determination Theory of Second Language Scale) were considered and tested using a higher-order confirmatory factor analysis solution. The results of the structural model showed that BPN were only directly related to vocabulary knowledge, which indicated their direct importance for the attainment of the vocabulary. No other indirect effects through SDT orientations or effort were identified. Nonetheless, SDT orientations were both directly and indirectly linked to vocabulary knowledge over and above the role of expended effort. The results elucidated motivational pathways that yielded pedagogical implications for language learning.
The relationship between language anxiety and self-determined motivation has been examined from various aspects in the applied linguistics domain. However, the direction of the relationship tend to disagree. Some studies report positive correlation whereas others (and in most cases) show negative correlation. To address this issue, the present study attempted to evaluate in depth the relationship between these two variables. We first qualitatively examined the types of language anxiety students face during learning, and then assessed how motivational variables based on self-determination theory can predict these identified types of anxiety. The results showed that sense of competence and relatedness negatively predicted certain types of anxiety while controlled motivation positively predicted only the general language anxiety. However, perception of autonomy and autonomous motivation did not predict any sub-types of language anxiety while sense of relatedness positively predicted psychological anxiety. The findings are discussed in terms of their theoretical and educational implications for language learning.
The present study aimed to empirically examine the validity of grit among language learners and its relation to vocabulary knowledge. Grit is defined as a trait that is characterised by a tendency to be passionate about and persevere towards the achievement of long-term goals. A newly developed questionnaire, L2-Grit Scale, which assesses perseverance of effort and consistency of interest in language learning was used. The construct validity was evaluated, and bi-factor CFA was supported. The convergent and divergent validity of the grit constructs were tested against opera-tionalisations of related motivational constructs. The results suggest that the L2-Grit Scale is, reliable, valid and suitable for use in L2 research. With regard to predictive validity, grit has shown to have a non-significant direct effect on later vocabulary knowledge. Rather, initial grit was only indirectly associated with later vocabulary knowledge through the mediation role of later endorsement of grit. ARTICLE HISTORY
Language learning is an emerging research area where researchers have done significant contributions by incorporating technological assistantship (i.e., computer- and mobile-assistant learning). However, it has been revealed from the recent empirical studies that little attention is given on grammar learning with the proper instructional materials design and the motivational framework for designing an efficient mobile-assisted grammar learning tool. This paper hence, reports a preliminary study that investigated learner motivation when a mobile-assisted tool for tense learning was used. This study applied the Attention-Relevance-Confidence-Satisfaction (ARCS) model. It was hypothesized that with the use of the designed mobile- assisted tense learning tool students would be motivated to learn grammar (English tense). In addition, with the increase of motivation, performance outcome in paper- based test would also be improved. With the purpose to investigate the impact of the tool, a sequential mixed-method research design was employed with the use of three research instruments; Instructional Materials Motivation Survey (IMMS), a paper-based test and an interview protocol using a semi-structured interview. Participants were 115 undergraduate students, who were enrolled in a remedial English course. The findings showed that with the effective design of instructional materials, students were motivated to learn grammar, where they were positive at improving their attitude towards learning (male 86%, female 80%). The IMMS findings revealed that students’ motivation increased after using the tool. Moreover, students improved their performance level that was revealed from the outcome of paper-based instrument. Therefore, it is confirmed that the study contributed to designing an effective multimedia based instructions for a mobile-assisted tool that increased learners’ motivational attitude which resulted in an improved learning performance.
This study explores learners’ preferences for reading on mobile phones. Ten twelfth-graders were given one shorter set and one longer set of texts. Each set consisted of three texts: one was delivered through paper, another email and the other mobile phone. After reading each set, students filled out a questionnaire. e results showed that paper was generally more preferred for both sets. For the shorter set, mobile phone was more preferred than email. For the longer set, mobile phone was the least preferred mainly because of the small screen and font.
Self-determination theory (SDT) is a broad framework for understanding factors that facilitate or undermine intrinsic motivation, autonomous extrinsic motivation, and psychological wellness, all issues of direct relevance to educational settings. We review research from SDT showing that both intrinsic motivation and well-internalized (and thus autonomous) forms of extrinsic motivation predict an array of positive outcomes across varied educational levels and cultural contexts and are enhanced by supports for students’ basic psychological needs for autonomy, competence, and relatedness. Findings also show a dynamic link between teacher and student motivation, as teachers are themselves impacted and constrained by controlling mandates, institutional pressures, and leadership styles. Ironically, despite substantial evidence for the importance of psychological need satisfactions in learning contexts, many current educational policies and practices around the globe remain anchored in traditional motivational models that fail to support students’ and teachers’ needs, a knowledge versus policy gap we should aspire to close.
How can students' competence be developed through peer assessment? This paper focuses on how relevant variables such as participation, evaluative judgement and the quality of the assessment interact and influence peer assessment. From an analysis of 4 years of data from undergraduate classes in project management, it develops a model of causal relationships validated using the PLS-SEM method. It demonstrates relationships between these variables and considerers the influence of students' competence and the mediating nature of feedback and self-regulation on the process. It points to how peer assessment practices can be improved whilst highlighting how evaluative judgement and feedback are two key elements that can be addressed to deliver the effective development of students' competence.
Motivation is one of the most important factors in the enjoyment and success in learning any subject, especially a foreign language. Many students approach the learning of a language based on academic mandates, family impositions, job requirements, and so on. These non-intrinsic motivations make learning a more difficult, frustrating, and non-pleasurable experience, both for students and teachers. Therefore, skills in motivating learners should be seen as central to teaching effectively. In this article, we provide a series of strategies for teachers to gradually lead students from an extrinsic motivation to a more internal and autonomous motivation. This approach is framed within one of the most recent and well-known theories of motivation: self-determination theory.
This paper is devoted to exploring the way how the mobile instant messaging WhatsApp is deployed to enhance the learning of a second or foreign language. Therefore, this study set out to investigate the empirical studies related to WhatsApp and language learning published in peer-reviewed journals. Thirty-seven studies were selected after a four-phase article identification procedure and a systematic review was conducted to investigate the effectiveness of WhatsApp on language learning. The analysis focused on the keywords, sample sizes, participants, data sets, duration, and language learning benefits of the studies. The results have shown that WhatsApp has been used diversely in language learning. The studies found evidence that WhatsApp can be used to improve the four language skills (i.e. reading, listening, writing, and speaking), integrated language skills, and vocabulary. Moreover, WhatsApp was found to be effective in increasing motivation and language attitudes, fostering learner autonomy, increasing interaction, and lowering language anxiety. The study also provided future research directions and recommendations for practice concerning how to appropriately employ mobile instant messaging in language learning.
In recent years, the widespread growth of mobile-assisted language learning using apps has made English vocabulary learning increasingly accessible. This study investigated students’ perceptions of a vocabulary learning app developed by the researcher as a tool to help them to improve their L2 receptive vocabulary. The app, containing 20 levels, works with both iOS and Android. The participants were 14 undergraduate students at an English-medium university in Hong Kong. A qualitative methodology of semi-structured interviews captured a holistic overview and revealed students’ perceptions of the app. The results suggested that Hong Kong university students have a strong motivation for acquiring an L2 vocabulary. Participants also indicated a preference for mobile applications using gamified
features. The study highlights directions for future research into apps for English language learning.
This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students’ attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students’ anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching. Keywords:
Familiarity with learning contexts is important in the field of mobile‐assisted language learning (MALL). Several review studies on MALL have been published to date. However, scholars have not covered certain aspects of familiar contexts in their reviews, such as which learning/instructional methodologies support learning in familiar contexts or what the affordances of familiar contexts are for language learning. To address this gap, the authors in this study reviewed research articles related to MALL in familiar, authentic environments published in the past 10 years. The reviewed articles were from journals published in the Social Science Citation Index between 2009 and 2018. The main aim of this study was to review the published articles to understand (1) pedagogical approaches, (2) data collection, (3) locations, (4) affordances of authentic environments and (5) issues in MALL research. The results revealed that the most frequent items in reviewed articles were task‐based learning and communicative language teaching (pedagogical approaches); questionnaires, pretest and posttests and interviews (data collection); the local community and campus (locations); daily encounters, language learning and cognitive load (affordances of authentic environments); and small sample sizes and short‐term interventions (issues in MALL research). Based on the results, the authors in this study made several suggestions and provided implications for educators and researchers in the field about MALL in familiar, authentic environments.
The growing availability of mobile technologies has contributed to an increase in mobile-assisted language learning in which learners can autonomously study a second language (L2) anytime or anywhere (e.g. Kukulska-Hulme, Lee & Norris, 2017; Reinders & Benson, 2017). Research investigating the effectiveness of such study for L2 learning, however, has been limited, especially regarding large-scale commercial L2 learning apps, such as Duolingo. Although one commissioned research study found favorable language learning outcomes (Vesselinov & Grego, 2012), limited independent research has reported issues related to learner persistence, motivation, and program efficacy (Lord, 2015; Nielson, 2011). The current study investigates the semester-long learning experiences and results of nine participants learning Turkish on Duolingo. The participants showed improvement on L2 measures at the end of the study, and results indicate a positive, moderate correlation between the amount of time spent on Duolingo and learning gains. In terms of perceptions of their experiences, the participants generally viewed Duolingo’s flexibility and gamification aspects positively; however, variability in motivation to study and frustration with instructional materials were also expressed.
This paper is about four Japanese university students majoring in international studies, who participated in a two-year study examining changes in their motivation. Using monthly interviews and a 29-item questionnaire on Dörnyei’s (2005) L2 motivational self system that was administered alongside each interview, the trajectories of learner motivation were investigated, based on both quantitative and qualitative data. First, changes in the participants’ motivation were identified using quantitative data. Next, a variety of motivators and demotivators that learners experienced both inside and outside of their classrooms were analyzed using the qualitative data. With the data obtained, this study focuses on how four learners’ language learning motivation and contexts adapt to each other, and how the dynamics of the four learners’ motivation changes due to their learning experiences. Each learner was different in their trajectory of motivation and the kinds of motivators and demotivators that they experienced in their particular contexts. The four learners underwent unique motivators and demotivators, and reacted differently. While participants identified their ideal L2 selves, or ought-to L2 selves, these self-guides were not strengthened by their L2 experiences over time. Based on these findings, the importance of studying the rich experiences of language learners in motivation research is discussed.
The purpose of this study is to find why adult learners are unable to speak English as Foreign language (EFL) in the Kingdom of Saudi Arabia. Moreover, it tests the pedagogy of adopting the strategy of Digital Story Telling (DST) in teaching English as a foreign language. The study is applied on Northern Boarder University as a case study. The first question raised in this study is whether the conventional methods of teaching are the reason behind their failure of speaking the English language and whether the modification in the pedagogy of teaching affects the learners' speaking skill. To this end, data are collected through a questionnaire. Furthermore, a model of a teaching program, based on using DST strategy, is improved and tested with a group of learners at the chosen university in Saudi Arabia. The findings reveal that the learners at the selected university find difficulty in speaking English, and that applying DST as a pedagogy help the students to develop their overall speaking skill. These findings assist EFL teachers in Saudi Arabia in creating a conducive atmosphere in and out their classes, which will motivate the learners a lot to speak English fluently. The conclusion of the research recommends that EFL teachers should modify their conventional methods of teaching English as a foreign language; they may apply the strategy of using DST on their students to test the competence of the hypothesis.
From the lens of Self‐Determination Theory, this study investigated the effects of a mobile application tool for identifying species on biology students’ achievement and well‐being. It was hypothesized that the mobile application, compared to a textbook, would enhance feelings of competence and autonomy and, in turn, intrinsic motivation, positive affect and achievement, because the mobile application’s built‐in functions provide students with choice and volition, informational feedback, and optimal challenges. Fifty‐eight second‐year students were randomly assigned to use either the mobile application or a textbook for a learning task. Well‐being was assessed before and after the learning task, and intrinsic motivation, perceived competence, perceived autonomy and achievement were assessed after the task. Results indicated that the mobile application, relative to the textbook, produced higher levels of students’ perceived competence, perceived autonomy and intrinsic motivation. Further, the mobile application had indirect effects on positive affect through autonomy, competence and intrinsic motivation, and on achievement through competence.
This article reports on a pilot undergraduate subject that incorporated a range of technology-enhanced learning approaches including online lectures, an online site for in and out of class communications, and strong encouragement for students to blog and use Twitter. This paper evaluates student engagement through the social networking sites (SNS), focusing on the online communication and content platform. We examine whether changing from an educationally oriented SNS platform to Facebook impacted on student engagement and feedback. To achieve this, both empirical data and qualitative student feedback were used.
English has increasingly become an essential second language as well as a language for international communication. However, there is little research that examines the dimensions of mobile learning for both researchers and instructional designers and focuses on effective uses of the latest mobile learning technologies for education. There have been no reviews of research on mobile English learning. This paper aims to provide a comprehensive analysis of the research on Mobile English Language Learning (MELL) material to initiate an evidence-based discussion on the usage of mobile learning in English language education. Findings from existing literature show that studying and reviewing mobile learning leads to a deeper understanding of its effect and possibilities with respect to learning the English language. Additionally, findings also indicate that when it comes to English language skills, vocabulary is the most-used skill, and the most common problem that studies mention is that of motivation. Further studies need to investigate other terms and keywords that reflect on the use of mobile learning.
We investigate the effects of team-based learning (TBL) on motivation and learning in a quasi-experimental study. The study employs a self-determination theory perspective to investigate the motivational effects of implementing TBL in a physiotherapy course in higher education. We adopted a one-group pretest–posttest design. The results show that the students’ intrinsic motivation, identified regulation, perceived competence, and perceived autonomy support significantly increased going from lectures to TBL. The results further show that students’ engagement and perceived learning significantly increased. Finally, students’ amotivation decreased from pretest to posttest; however, students reported higher external regulation as a function of TBL. Path analysis shows that increases in intrinsic motivation, perceived competence, and external regulation positively predict increases in engagement, which in turn predict increases in perceived learning. We argue that the characteristics of TBL, as opposed to lectures, are likely to engage students and facilitate feelings of competence. TBL is an active-learning approach, as opposed to more passive learning in lectures, which might explain the increase in students’ perception of teachers as autonomy supportive. In contrast, the greater demands TBL puts on students might account for the increase in external regulation. Limitations and practical implications of the results are discussed.
While exploratory factor analysis (EFA) provides a more realistic presentation of the data with the allowance of item cross-loadings, confirmatory factor analysis (CFA) includes many methodological advances that the former does not. To create a synergy of the two, exploratory structural equation modeling (ESEM) was proposed as an alternative solution, incorporating the advantages of EFA and CFA. The present investigation is thus an illustrative demonstration of the applicability and flexibility of ESEM. To achieve this goal, we compared CFA and ESEM models, then thoroughly tested measurement invariance and differential item functioning through multiple-indicators-multiple-causes (MIMIC) models on the Passion Scale, the only measure of the Dualistic Model of Passion (DMP) which differentiates between harmonious and obsessive forms of passion. Moreover, a hybrid model was also created to overcome the drawbacks of the two methods. Analyses of the first large community sample (N = 7,466; 67.7% females; Mage = 26.01) revealed the superiority of the ESEM model relative to CFA in terms of improved goodness-of-fit and less correlated factors, while at the same time retaining the high definition of the factors. However, this fit was only achieved with the inclusion of three correlated uniquenesses, two of which appeared in previous studies and one of which was specific to the current investigation. These findings were replicated on a second, comprehensive sample (N = 504; 51.8% females; Mage = 39.59). After combining the two samples, complete measurement invariance (factor loadings, item intercepts, item uniquenesses, factor variances-covariances, and latent means) was achieved across gender and partial invariance across age groups and their combination. Only one item intercept was non-invariant across both multigroup and MIMIC approaches, an observation that was further corroborated by the hybrid model. While obsessive passion showed a slight decline in the hybrid model, harmonious passion did not. Overall, the ESEM framework is a viable alternative of CFA that could be used and even extended to address substantially important questions and researchers should systematically compare these two approaches to identify the most suitable one.
Currently, there is an increasing trend in the shift from the use of traditional technologies such as a desktop computer towards the use of mobile technologies such as a mobile phone. Nearly all students nowadays own a mobile device and about half of them own more than one. Therefore, students are nowadays well equipped for mobile learning. The aim of this review is to explore the use of mobile phones and/or smartphones and their apps for teaching foreign languages, specifically English, and highlight their benefits and limitations for their use in the teaching of English as a foreign language. This was done by conducting a literature search in the databases Web of Science, Scopus, and ScienceDirect, and consequently, by evaluating the findings of the relevant studies. The findings indicate that the use of mobile phones and/or smartphones and their apps generate positive effects on learning English as a foreign language, especially in the development of learners’ vocabulary and their increased motivation to study. Nevertheless, more longitudinal randomized controlled studies are needed to confirm the efficacy of the use of mobile phone and smartphone apps on specific language skills and knowledge.
This paper investigates the role of WhatsApp, a widely used application in cell phones, in providing EFL learners with appropriate learning settings to use English language freely and effectively. To achieve the goal of the study, the researchers chose four native speakers of English and forty students from Preparatory Year, Najran University, Saudi Arabia to share a series of activities, ideas and information via a mobile application namely WhatsApp. Various methods associated with social science research were used at different stages of the study. These methods were triangulated to make the study more reliable and result-oriented. First, the postings and comments of the participants were analyzed and studied using Content Analysis. Then a questionnaire of 15 items was administered amongst the participants targeting their attitudes towards the use of MMC in English Language Education (ELE). Finally, a semi-structured interview was used with 10 participants and the native speakers. Based on the results, EFL learners enjoyed more exposure to the language via WhatsApp, where they could communicate with native speakers and interact appropriately. In addition, the questionnaire and the interviews showed positive attitudes towards using mobile in reinforcing language learning. The researchers provide recommendations and suggestions for future research
This conceptual article argues that the second language (L2) curriculum must incorporate broader notions of literacies, associated with the development of new digital genres. This article shows how the affordances of social tools can affect and enhance L2 learners’ writing practices and broaden their understanding of genre. As they become fully aware of the qualitative changes that social tools bring to the writing process, instructors will see the benefits of their integration in the L2 writing classroom. The article argues for the need to (1) question and redefine L2 writing pedagogy by reevaluating literacy, writing genres, and associated instructional practices in the L2 classroom; (2) acknowledge the acute transformation from traditional notions of literacies to notions of digital literacies; (3) recognize the affordances of social tools and argue how L2 learners can more efficiently acquire and practice digital literacies; and (4) provide pedagogical frameworks to foster L2 writing in an increasingly digital age. Finally, the article's conclusion highlights valuable avenues for future research.
This study addresses a new area of research in Saudi Arabia. Using a sample of 630 Saudi students, it investigates learners’ level of autonomy and its relationship to academic achievement in English as a foreign language (EFL). Learners’ level of autonomy was measured by a survey, whereas their achievement was evaluated using standardized achievement tests. The data were analyzed using descriptive analyses and a t-test. The findings revealed that learners were non-autonomous, with a mean autonomy score of 2.35 out of 5; and also low language achievers (M = 66 out of 100). Gender had a significant effect on autonomy and achievement. These findings emphasize the vast lack of awareness of the vital role of learner autonomy in the Saudi EFL setting. The study suggests that Saudi learners and teachers alike require increased awareness of the importance of the concept of autonomy and that practical means to promote Saudi EFL learner autonomy should be sought and practiced.
This article offers a historical analysis of the major themes that the language motivation field has examined in its 60-year history. The discussion starts by briefly reviewing the social-psychological and the situated–cognitive periods. The former was primarily concerned with affective factors in intergroup relations, while the latter with learners in classroom contexts. The second half of the article surveys a number of emerging themes in the field to highlight major findings and potential future directions. These themes include the dynamic, affective, unconscious, and long-term aspects of motivation to learn English and other languages, as well as the implications of the pervasive presence of technology in daily life.
A culture of engagement may help to build and sustain young children's motivation to
learn a new language. In this study, we sought to investigate the link between engagement
and motivation over the course of a semester in a naturally occurring Japanese elementary
school classroom environment. Four-hundred and twenty-three fifth-year students in
public elementary schools in western Japan agreed to participate in the research. Students
completed surveys at two time points, first at the beginning of the semester regarding
their in-class engagement, and again at the end of the semester regarding their motivation.
A structural equation model was constructed using engagement and gender as predictors
and motivational regulations as outcome variables. Observer rating of each class was used
to triangulate. Engagement strongly predicted more adaptive intrinsically regulated mo-
tives and negatively predicted more extrinsic motives. Male students showed a tendency
toward lower engagement, lower internally regulated motives, and higher externally
regulated motives. Observer rating showed that students' reported engagement was
visible to outside observers. Findings indicate that students' in-class engagement may be
an important variable when investigating the long-term dynamics of foreign language
learning in a classroom setting. Practical and theoretical implications are discussed
The main aim of gamification, i.e. the implementation of game design elements in real-world contexts for non-gaming purposes, is to foster human motivation and performance in regard to a given activity. Previous research, although not entirely conclusive, generally supports the hypothesis underlying this aim. However, previous studies have often treated gamification as a generic construct, neglecting the fact that there are many different game design elements which can result in very diverse applications. Based on a self-determination theory framework, we present the results of a randomized controlled study that used an online simulation environment. We deliberately varied different configurations of game design elements, and analysed them in regard to their effect on the fulfilment of basic psychological needs. Our results show that badges, leaderboards, and performance graphs positively affect competence need satisfaction, as well as perceived task meaningfulness, while avatars, meaningful stories, and teammates affect experiences of social relatedness. Perceived decision freedom, however, could not be affected as intended. We interpret these findings as general support for our main hypothesis that gamification is not effective per se, but that specific game design elements have specific psychological effects. Consequences for further research, in particular the importance of treatment checks, are discussed.
The purpose of this study was to investigate Japanese EFL learners’ intention to continue technology-enhanced out-of-class language learning (OCLL). Concerning the strong mutual relationship between the learners’ motivation and their intention for learning, this study drawing on self-determination theory (SDT), proposed and tested a model of the relationship between the motivation determinants and the learners’ intention toward technology-enhanced OCLL. The research was conducted in an EFL Japanese context of 164 undergraduate students participating in general English classes equipped with technology both inside and outside of the classroom. The findings of the structural equation model indicated the positive effect of motivation determinants (competence, autonomy, and relatedness) on the learners’ intention to continue OCLL, among which perceived competence was the most significant predictor. Additionally, the model examined how the motivation determinants could explain the learners’ actual achievements. The results provided evidence that perceived relatedness could not influence the learners’ OCLL achievements. The findings and implications are discussed.
The unprecedented growth of technology in all areas of education and industry has greatly impacted the language learning environment, especially via social networking sites (SNSs). Furthermore, judging from the demographic details of account holders, younger and younger people are getting tech-savvy and jumping onto the social media bandwagon. It is therefore interesting to study how learners use language to communicate. A review of literature shows that several factors are associated with language learning trends: motivation, learning environment and imitation. This paper presents a quantitative study conducted on 236 respondents from private universities in two states in Malaysia. The study aims to assess the influence of the language used in SNSs in students' everyday language usage, taking into consideration their various levels of English proficiency. The survey questions helped identify linguistic features such as the frequency of code switching, eccentric spelling and leet, which expanded the research base. Amazingly, although typed communication is becoming 'shorter' through the use of acronyms and abbreviations, these young users are totally familiar with the graphic symbols and other abbreviations used in such typed communication. That the majority of respondents were from the Chinese ethnic group added to the fact that mother tongue use also played a part in affecting their proficiency in the English Language. The questionnaires were analyzed via the descriptive statistical method. The data obtained showed the heavy usage of short messaging texts by almost all respondents who own a mobile device. The text discourses were then analyzed to authenticate research findings as well. In the final analysis, it was found that the constant and frequent use of short messaging did not profoundly affect the participants' English language proficiency. Due to the requirements of the universities' examination papers, it was found that participants consciously avoided language used on SNSs for their written examination papers. The explosion in SNSs has actually given rise to a generation of super-fast fingertapping youngsters who, more often than not, are creating their own meta language, which for this research is an exciting opportunity to explore the implications and far-reaching consequences on their English language execution. This mediumscale survey was conducted at two major locations as a prelude to greater mining of data and an even bigger research opportunity. In Malaysia, where the student generation is lapping up SNSs and mobile phone apps such as Whatsapp, Viber, Hangouts, Line, WeChat and Tango, this research is beneficial as a starting point for research on the 'evolution' of the English language in these areas and the extent to which the influence might foster or stunt proficiency in the language. This can potentially also facilitate the comparative analysis of how the English lingo of students from metropolitan and cosmopolitan or rural and urban areas is controlled by their engagement in SNSs. The results of the present study will definitely enrich the corpus of work conducted on the influence of language of social media and encourage further detailed research in this area.
This paper investigates the prospects of integrating Edmodo into Saudi EFL female secondary school instruction. It concentrates on students’ perceptions and challenges regarding Edmodo use and its effect on their attitudes towards EFL learning. The 42 participants were divided into two groups. The experimental group received traditional teaching plus a six-week daily interaction via Edmodo. The control group received traditional teaching only. Findings of the post-treatment questionnaire show that students’ perceptions towards Edmodo were highly positive andthat although there were considerable challenges to its integration, it appeared to have excellent potential for generating more positive attitudes towards EFL learning.
This study evaluated the effectiveness of a mobile application (app) designed within the framework of cognitive apprenticeship, in order to facilitate students struggling with learning English as a foreign language (EFL). The participants were ten seventh-graders, who were performing significantly below grade level in their EFL classroom. The research questions targeted changes in learning outcomes with the aid of the app, attitudes the participants had towards the learning experience, and student perceptions regarding the design of the app. Data were collected by interviews, observation, surveys, and exams. The results indicated use of the app enhanced EFL learning. Not only did the app provide a feasible path for the students moving from individual learning to cooperative learning, it also bolstered their confidence in learning, ultimately promoting positive attitudes toward EFL learning. Finally, the design of the app was confirmed as an effective tool for mobile instruction, yet student perceptions of the interface design indicated a need for modification to be more adaptive. The findings confirm the legitimacy of the app's instructional design and may provide evidence-based learning materials to scaffold EFL learning.
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
Self-determination in human behavior is based in autonomous motivation, which encompasses both intrinsic motivation and integrated extrinsic motivation . Intrinsic motivation involves doing an activity without the necessity of external prompts or rewards because it is interesting and satisfies the basic psychological needs for competence, autonomy, and relatedness.
em>The current study examined the motivation of 48 newly-admitted students at the English department of Umm Al-Qura University for the study and learning of English as a foreign language. The surveyed informants responded to a two-part questionnaire that measured their intrinsic and extrinsic motivation in an attempt to explore the problems that many students encounter during their college life that negatively affect their academic progress. Students’ responses revealed that they were highly motivated to learn the target language—which may indicate that there are other factors related to students’ underachievement. The study recommends that students’ motivation be reexamined at different stages during their enrollment in the BA program and that other aspects related to students’ achievement, such as language aptitude, cognitive style and memory, and other affective factors, such as attitudes and anxiety, be scrutinized. In addition, promoting students’ motivation is a key step towards improving classroom atmosphere and making learning more effective and persistent. Learners need to have positive relationships with teachers. Positive affirmations, constructive guidance, and encouraging words serve as a secure base to enhance their self-esteem, create a positive learning experience, and build constructive attitudes towards learning the target language.</em
Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic and extrinsic motivation in light of contemporary research and theory. Intrinsic motivation remains an important construct, reflecting the natural human propensity to learn and assimilate. However, extrinsic motivation is argued to vary considerably in its relative autonomy and thus can either reflect external control or true self-regulation. The relations of both classes of motives to basic human needs for autonomy, competence and relatedness are discussed.
Research results over the past decades have consistently demonstrated that a key reason why many second language learners fail--while some learners do better with less effort--lies in various learner attributes such as personality traits, motivation, or language aptitude. In psychology, these attributes have traditionally been called "individual differences." The scope of individual learner differences is broad--ranging from creativity to learner styles and anxiety--yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now.
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This study illustrates an overarching psychometric approach of broad relevance to investigations of 2 sources of construct-relevant psychometric multidimensionality present in many complex multidimensional instruments routinely used in psychological and educational research. These 2 sources of construct-relevant psychometric multidimensionality are related to (a) the fallible nature of indicators as perfect indicators of a single construct, and (b) the hierarchical nature of the constructs being assessed. The first source is identified by comparing confirmatory factor analytic (CFA) and exploratory structural equation modeling (ESEM) solutions. The second source is identified by comparing first-order, hierarchical, and bifactor measurement models. To provide an applied illustration of the substantive relevance of this framework, we first apply these models to a sample of German children (N = 1,957) who completed the Self-Description Questionnaire (SDQ–I). Then, in a second study using a simulated data set, we provide a more pedagogical illustration of the proposed framework and the broad range of possible applications of bifactor ESEM models.
The main aim of this research study is to better understand and measure students' attitudes and perceptions towards the effectiveness of mobile learning. This paper reports on the results of a survey of one hundred eighty six undergraduate female students at King Saud University about their attitude and perception to the use of mobile technology in education. An analysis of the quantitative survey findings is presented focusing on the ramification for mobile-learning (m-learning) practices in university learning and teaching environments. The author has attempted to determine how this technology can be optimally used to improve student retention at Bachelor of Art and Medicine programmed at King Saud University in Saudi Arabia. Result of this survey clearly indicate that offering mobile learning could be our method for improving retention of B.A,and M.D. students, by enhancing their teaching/learning. The biggest advantage of this technology is that it can be used anywhere, anytime and adopt their mobile learning systems with the aim of improving communication and enriching students' learning experiences in their open and distance learning.