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Tytuł:
THE EFFECT OF DIGITAL VIDEO GAMES ON EFL STUDENTS’ LANGUAGE LEARNING MOTIVATION
Autorzy:
Ebrahimzadeh, Mohsen
Sepideh, Alavi
Powiązania:
https://bibliotekanauki.pl/articles/955866.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
digital video game
language learning motivation
game-based language learning
Opis:
Abstract The study examined the effect of a commercial digital video game on high school students’ language learning motivation. Participants were 241 male students randomly assigned to one of the following three treatments: Readers, who intensively read the game’s story; Players, who played the digital video game; and Watchers, who watched two classmates play the digital video game. A language learning motivation scale was given to the participants as a pre- and post-test. Also, field notes were taken. Results indicated a significant language learning motivation increase over time. Only the Watchers, however, showed significantly higher motivation than the Readers in the end. Thus, the use of commercial digital video games can help enhance high school students’ language learning motivation.
Źródło:
Teaching English with Technology; 2017, 17, 2; 87-112
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Global trends and local realities: Lessons about economic benefits, selves and identity from a Swiss context
Autorzy:
Csillagh, Virág
Powiązania:
https://bibliotekanauki.pl/articles/780745.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
complex learning environments
language learning motivation
language learner identity
Swiss plurilingualism
multilingualism
Opis:
Inspired by the unexpected results of a standardized questionnaire survey of Swiss university students’ motivation and attitudes toward English, the paper discusses the influence of global and local contexts on language learners’ motivation and identity. As a result of the unprecedented spread of English as a foreign language (Crystal, 2003; Graddol, 2006), and, more importantly, the underlying social and economic issues that it reflects, elements of the global context intermingle with local realities to create new learning experiences, unaccounted for by traditional research paradigms. Individuals find themselves at the convergence of multiple contexts that affect and are in turn affected by their language attitudes and identity as well as sense of self. The intricate relationships between contexts and individuals continue to gain emphasis in current approaches to language learning motivation (cf. Dörnyei, MacIntyre, & Henry, 2015), which position L2 learnin in a new light, questioning the power and relevance of different motivational categories and also these of a generalizable theoretical model. The quantitative study presented in this paper explores interrelationships among key elements of the L2 motivational self system (Dörnyei, 2009) and a number of motivational factors on the one hand, contrasting them against the economic and social background of the Swiss context on the other. The findings of the project reveal that such repositioning of the participants in the multicultural, plurilingual environment of Geneva and its socioeconomic reality was indeed essential to the interpretation of the results since the extraordinary strength of external and societal factors in participants’ motivational profile gained meaning only in the light of the particularities of the local context. Therefore, the paper showcases the potential of a broader perspective on L2 motivation and the importance of learner-context relationships.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 3; 431-453
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Improving Student Engagement and Motivation: Perspectives of Iranian EFL Learners
Autorzy:
Ghelichli, Yahya
Seyyedrezaei, Seyyed Hassan
Seyyedrezaei, Zari Sadat
Powiązania:
https://bibliotekanauki.pl/articles/22446657.pdf
Data publikacji:
2022-07-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
qualitative study
student engagement
language learning motivation
learner perspective
Opis:
One critical problem most educators have possibly experienced is that some students drop out of school probably due to loss of enough motivation. Research indicates student engagement could not only increase motivation but help to sustain it at high levels. This relationship between these two constructs has already been researched quantitatively in language education. However, little research seems to have been done on exploring the ways of increasing student engagement and motivation in relation to each other using a qualitative design. The present study thus aimed at investigating the ways to improve student engagement as well as motivation with a qualitative design. The participants were 30 male, intermediate EFL learners of the Iran Language Institute (ILI) in Gorgan, Iran. These participants, selected through convenience sampling, attended the semi-structured interview sessions voluntarily. The findings of the study led to a model of determinants of student engagement and language learning motivation. These determinants include teacher behavior, teacher personality, and student behavior for student engagement, and teacher, self, and parents for language learning motivation. It is expected the outcomes will be to the benefit of language teachers, language learners, and materials developers.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-19
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
An investigation of the self-related concepts and foreign language motivation of young Deaf and hard-of-hearing learners in Hungary
Autorzy:
Csizer, Kata
Kontra, Edit
Piniel, Katalin
Powiązania:
https://bibliotekanauki.pl/articles/780749.pdf
Data publikacji:
2015-06-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Deaf and hard-of hearing students
second language learning
second language learning motivation
Opis:
In recent years increased attention has been given in applied linguistics to the learning processes of various groups of special needs (SN) students, especially to those whose achievement is impeded by dyslexia or other learning difficulties. However, students with sensory impairment, particularly those who are Deaf or severely hard of hearing (HOH), seem to have remained on the periphery of second language acquisition (SLA) research although they constitute a highly interesting group both from a linguistic as well as a cultural point of view. Since the best approach to understanding how this special minority handles foreign language learning is by first exploring their so-called individual differences, a nationwide research project was launched in Hungary to investigate students’ language learning beliefs, motivation, strategy use and motivated learning behavior. As part of that project, the present paper intends to detail how self-related concepts of hearing impaired students at eight different SN schools  an be described. In order to gain an in-depth understanding, a mixed-method research design was employed. First, a barrier-free instrument was used to measure learner variables among 105 14-19-year-old Deaf and HOH learners. Then 31 individual interviews were conducted with selected students using maximum variety sampling. The quantitative data indicate that Deaf and HOH (D/HH) learners lack pronounced, well-developed and detailed future ideal L2 selves and corresponding visions to guide their learning. Another important finding is the paramount importance of language learning experience for our D/HH participants. Based on the analysis of the qualitative data, we can conclude that students’ language learning experiences are largely shaped by the choice of language used as the medium of education, the intensity and content of the English classes as well as how far students internalize extrinsic motives.
Źródło:
Studies in Second Language Learning and Teaching; 2015, 5, 2; 229-249
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
HANNA – a gamified digital supplementary course material developed to help socially disadvantaged pupils learn English
Autorzy:
Szabó, Fruzsina
Abari, Kálmán
Balajthy, Dániel
Polonyi, Tünde
Powiązania:
https://bibliotekanauki.pl/articles/2087295.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
gamification
motivation in language learning
self-regulated learning
digital course programme
Opis:
When it comes to language learning and teaching, one of the major issues that needs to be tackled is the large differences between students in terms of school performance, especially socially disadvantaged children who tend to lag behind their peers. Research on language teaching tends to focus on the average learner, thus leaving little room for students living and learning in low socio-economic regions (low SES). Central Europe, and particularly Hungary, displays one of the most considerate gaps in education, where disadvantaged regions and schools often underperform on the national curriculum tests. Innovation, alternative pedagogical methodologies and different mindset in teaching can bring about enhanced motivation, especially by employing digital devices and the elements of gamification. The purpose of our study is to introduce a new, tablet-based digital language course programme (HANNA), developed specifically for socially disadvantaged pupils in grades 5-7, which draws upon the teacher’s role as a facilitator. The paper explains and describes the factors that contributed to designing the structure of HANNA, along with the organisation of the programme and the gamified elements that are meant to motivate students, thus providing an insight into material development specifically for disadvantaged pupils.
Źródło:
Teaching English with Technology; 2022, 22, 2; 51-68
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Early Foreign Language Learning from the Children’s Perspective
Autorzy:
Jazbec, Saša
Čagran, Branka
Powiązania:
https://bibliotekanauki.pl/articles/2004918.pdf
Data publikacji:
2016-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
foreign language learning
children
internal motivation
external motivation
Opis:
Many European children begin to learn a (foreign) language at a very early age, and early foreign language learning has thus evolved into a paradigm that seems to have settled as a steady companion of everyday school life. The aim of this contribution, which addresses the topic of early foreign language learning from the participant’s, i.e. the student’s, point-of-view, is to determine students’ reasons for learning a foreign language, as articulated by the students themselves. The research analysis will investigate the motivational aspects that influence learning, and will also illustrate and interpret the research results of a study in which approx. 300 students aged 6-10 years from 9 different countries participated. The analysis will not be country specific, but will highlight common motivational features that recur in all the students’ replies and reveal – as expected-not a linguistic, but a decisively pragmatic focus in the process of language learning.
Źródło:
The New Educational Review; 2016, 45; 124-136
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
L2 proficiency as a function of cultural identity in interlingual couples
Autorzy:
Singleton, David
Pfenninger, Simone E.
Powiązania:
https://bibliotekanauki.pl/articles/783108.pdf
Data publikacji:
2018
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
SLA
language learning
identity
love
motivation
Opis:
The “love factor” has increasingly figured in SLA research. Thus, Piller (2002) studied the language “glue” between cross-lingual couples; Marinova-Todd (2003) found a link between L2 proficiency and co-habitation with native speakers; Muñoz & Singleton (2007) reported a romantic connection between successful late L2 learners and native speakers; Gonçalves (2013) explored hybridity in bicultural relationships; and Kinsella & Singleton (2014) found that the participants in their study of late L2 learners whose L2 test results were all within native-speaker range had native-speaker life-partners. This issue is now being taken very seriously, as Dewaele & Salomidou’s (2016) recent article on “loving … in a foreign language” demonstrates. In the present article we report on the results of some recent qualitative research, based on interview data collected from five individuals who are involved in intercultural and cross-lingual relationships. The research shows the L2 learning process to be clearly influenced by the affective context in which it occurs. The data also suggest that identity construction may be moved in a particular direction by the language principally adopted by the couple, and that, for the partner for whom this language is an L2, the results can be dramatic in terms of both linguistic and cultural affiliation.
Źródło:
Theory and Practice of Second Language Acquisition; 2018, 4, 1
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ENHANCEMENT OF PERFORMANCE AND MOTIVATION THROUGH APPLICATION OF DIGITAL GAMES IN AN ENGLISH LANGUAGE CLASS
Autorzy:
Wichadee, Saovapa
Pattanapichet, Fasawang
Powiązania:
https://bibliotekanauki.pl/articles/955431.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
gamification
Kahoot
digital games
language learning
motivation
Opis:
The study was conducted to find out what impact a digital game had on students’ learning performance and motivation. A quasi-experimental study was performed with two groups of students. The experimental group was taught using the digital game Kahoot whereas the control group was taught with the conventional method. Pre-tests, post-tests, and questionnaires on the students’ motivation and attitudes toward gamification in language learning were the instruments used in this study. The data were analyzed using Independent t-tests and One-way Analysis of Covariance. The results revealed statistically significant differences with regard to learning performance and motivation at 0.05. The experimental group obtained higher scores than the control group, and the motivation of students in the experimental group was much higher than that of the control group. In addition, the results of a survey indicated that students had positive attitudes towards application of digital games in language learning.
Źródło:
Teaching English with Technology; 2018, 18, 1; 77-92
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
THE PATH TO ENGLISH LITERACY: ANALYZING ELEMENTARY SIGHT WORD PROCUREMENT USING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN CONTRAST TO TRADITIONAL METHODOLOGIES
Autorzy:
Madill, Michael T. R.
Powiązania:
https://bibliotekanauki.pl/articles/940846.pdf
Data publikacji:
2014
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Literacy development
language learning
technology
motivation
CALL
Opis:
Didactical approaches related to teaching English as a Foreign Language (EFL) have developed into a complex array of instructional methodologies, each having potential benefits attributed to elementary reading development. One such effective practice is Computer Assisted Language Learning (CALL), which uses various forms of technology such as laptops, desktops, headphones, and various software to teach a language. Another operative, more conventional, method involves traditional-based language instruction utilizing teacher-driven edification and paper-based materials without the use of technology. Given these two instructional variations, this study will examine the quantitative and qualitative effectiveness of teaching Dolch Sight Words (DSW) in South Korean grade six EFL classrooms (n=205, mean age=13) by means of evaluating CALL devices in contrast to more traditional teacher-based approaches. The main research question was to establish how these two methodologies influence DSW comprehension, motivation, and acquisition with a focus on whether CALL is more effectual than traditional practices. The results revealed that both methods were effective in increasing DSW acquisition rates with the CALL method having a stronger association related to increasing student motivation. The culminating goal of this study was to identify the most beneficial method thus improving teaching practices and consequential student comprehension of the DSW.
Źródło:
Teaching English with Technology; 2014, 14, 3; 30-57
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Building Tasks with Instant Messaging Apps
Autorzy:
Gasparini, Alice
Powiązania:
https://bibliotekanauki.pl/articles/426465.pdf
Data publikacji:
2018
Wydawca:
Szkoła Główna Handlowa w Warszawie
Tematy:
task-based language learning instant messaging app
mobile learning
motivation
Opis:
In this article the author tries to analyze the relationship between ‘task’ defined in specialized literature as an activity in which the language in question is used with a communicative purpose to achieve an outcome (Diadori, et al., 2008) and its implementation in virtual environments. In the first part of this paper author presents the ‘task’ and Task-based Language Teaching main features. The article describes the advantages of introducing technology-mediated tasks in a traditional classroom environment. This point of view is supported by the data collected during the case study performed at the Italian Institute of Culture in Moscow, Russian Federation. The second part focuses on the case study. The technology-mediated tasks supported by Whatsapp – an instant messaging app were used in the Italian as the foreign language course. The app allowed to create an informal learning path, parallel to formal learning. The chat rooms of the Instant messaging app were the space when students should to work. There they received task instructions and had to chat in Italian making decisions and solving the problems. The performance of the task also included preparing and presenting the report. The data collected from the tasks’ assessment and the overall experience suggests an increasing students’ motivation and interest to learn languages enhanced with technology.
Źródło:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2018, 5 (77); 24-29
1731-6758
1731-7428
Pojawia się w:
e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Directed motivational currents: A systematic review
Autorzy:
Jahedizadeh, Safoura
Al-Hoorie, Ali H.
Powiązania:
https://bibliotekanauki.pl/articles/2051521.pdf
Data publikacji:
2021-12-26
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
directed motivational currents
DMC
sustained flow
systematic review
language learning
language motivation
Opis:
Directed motivational currents, unique and intense goal-directed motivational surges lasting over a period of time, have received increasing attention recently. This article reports the first systematic review of this phenomenon. A total of 21 reports appearing between 2013 and 2020 were included in the analysis. The results show that the majority of empirical reports were small-scale qualitative studies (median = 18 participants). The evidence on the three characteristics proposed as necessary and/or distinguishing conditions of directed motivational currents (vision, salient facilitative structure, and positive affect) is inconclusive due to the presence of directed motivational currents cases not exhibiting these features, and the absence of direct comparative analyses with non-directed motivational currents cases. A few intervention studies (N = 4) were conducted, but their results are also inconclusive due to a number of methodological limitations. Contrary to the claim that directed motivational current experiences are the “optimal form” of motivation, the results additionally showed that these experiences could lead to intense stress, anxiety, depression, sleeplessness, and panic attacks, thereby raising ethical concerns about deliberately inducing directed motivational currents in learners. We conclude that, although the concept of directed motivational currents is promising, more research is needed to reach a better understanding of its potential. We end this article by suggesting directions for future research into directed motivational currents, including renaming them as sustained flow.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 4; 517-541
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The relationship between language learning experience, motivation and some other individual variables of mature foreign language learners
Autorzy:
Chłopek, Zofia
Powiązania:
https://bibliotekanauki.pl/articles/916942.pdf
Data publikacji:
2018-11-05
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
learner motivation
third (or further) language acquisition (L3 )
foreign language learning
language learning experience
adult FL learners
Opis:
The present paper investigates the issue of motivation of foreign language learners. The main research question, concerning a possible link between the amount of language learning experience and learner motivation, remains unanswered. However, it turns out that a few learner characteristics which some researchers believe to correlate with language learning experience can probably serve as good predictors of foreign language learners’ motivation.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2009, 35, 1; 69-79
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Starting age and other influential factors: Insights from learner interviews
Autorzy:
Munoz, Carmen
Powiązania:
https://bibliotekanauki.pl/articles/780813.pdf
Data publikacji:
2014-10
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
starting age
individual differences
interviews
language learning histories
motivation
Opis:
The present study uses oral interviews with foreign language learners in search of influential factors in their language learning histories. The sample for the study was drawn from a larger sample of intermediate/advanced learners of English as a foreign language with a minimum of 10 years of exposure/instruction. The sample includes 6 early learners (range of starting age: 3.2-6.5) and 6 late learners (starting age: 11+). Half of them in each group were among those with the highest scores on two English language tests in the larger sample and half among those with the lowest scores on those same tests. A qualitative analysis of the interviews of these learners yields insights into their experience of foreign language learning and the role played in it by starting age and other significant factors, such as motivation and intensive contact with the language.
Źródło:
Studies in Second Language Learning and Teaching; 2014, 4, 3; 465-484
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Dynamics of learner affective development in Early FLL
Autorzy:
Michaljevic Djigunovic, Jelena
Powiązania:
https://bibliotekanauki.pl/articles/780828.pdf
Data publikacji:
2012-06
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
early language learning
attitudes
motivation
self-concept
contextual factors
Opis:
Affective learner factors were first considered as a cause of success in language learning. This was followed by a change in approach and recently authors (e.g., Edelenbos, Johnstone, & Kubanek, 2006) have considered them an important outcome, especially in early foreign language learning (FLL). Current research into affective learner factors in early FLL tries to catch the developmental aspects too, and studies are emerging that take a contextual view as well. This paper describes a study on affective characteristics of young FL learners that combines the developmental and contextual perspectives. Using the case study methodology the author analyses the affective profiles of three young learners of English as a foreign language who were followed for 4 years. The analyses are done taking into account their immediate language learning environment, home support, out-of-school exposure to English and language achievement. The findings suggest that affective learner factors contribute to the dynamic complexity of early FLL.
Źródło:
Studies in Second Language Learning and Teaching; 2012, 2, 2; 159-178
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
UCZENIE SIĘ JĘZYKÓW OBCYCH W FORMIE E-LEARNING. ANALIZA PORÓWNAWCZA WARUNKÓW UCZENIA SIĘ OSÓB WYBIERAJĄCYCH NAUKĘ NA DWÓCH RODZAJACH PLATFORM
Learning a foreign language through e-learning. A comparative analysis of learning conditions and learners from two types of educational platforms
Autorzy:
Petlic, Małgorzata
Powiązania:
https://bibliotekanauki.pl/articles/459677.pdf
Data publikacji:
2019
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
e-learning
nauka języków obcych
nabywanie języka
samoocena językowa
motywacja do nauki języków obcych
dobre praktyki w programach edukacji językowej
learning languages
language acquisition
language self-esteem
motivation in foreign language learning
teaching by principles
Opis:
Cel badań. Celem analizy jakościowej było porównanie dwóch rodzajów kursu języka obcego e-learning: kursu języka hiszpańskiego na platformie Duolingo i kursu typu MOOC Basic Spanish 1: Getting started pod względem warunków uczenia się. Badanie ilościowe zrealizowano w celu porównania osób wybierających kurs na wspomnianych dwóch rodzajach platform pod względem poziomu samooceny globalnej, samooceny językowej oraz motywacji do nauki języków. Metodologia. Jako kryteria analizy jakościowej przyjęto dwanaście zasad dobrych praktyk w edukacji językowej zaproponowanych przez Browna (2002); to jest: (1) automatyzacja, (2) uczenie się ze zrozumieniem (ang. meaningful learning), (3) antycypacja nagrody, (4) motywacja wewnętrzna, (5) strategiczna inwestycja, (6) językowe ego (ang. language ego), (7) samoocena, (8) podejmowanie ryzyka, (9) relacja język – kultura, (10) wpływ języka ojczystego, (11) interjęzyk (ang. interlanguage) oraz (12) kompetencja komunikacyjna. W badaniu ilościowym wzięło udział 261 uczących się języka hiszpańskiego, którzy utworzyli dwie grupy badawcze: grupę użytkowników platformy Duolingo oraz grupę użytkowników kursów typu MOOC na platformie edX, FutureLearn i Udemy. Zostali oni poproszeni o wypełnienie trzech kwestionariuszy w wersji elektronicznej (SES Rosenberga, kwestionariusz do badania samooceny językowej oraz kwestionariusz do badania motywacji do nauki języków obcych autorstwa Noels, Clément i Pelletier (2001)). Do analizy wyników wykorzystano test t-Studenta oraz test niezależności chi-kwadrat. Wyniki. Analiza kursu języka hiszpańskiego na platformie Duolingo oraz kursu typu MOOC na platformie edX wykazała, że Duolingo w większym stopniu spełnia kryteria automatyzacji, antycypacji nagrody oraz samooceny, a kurs MOOC ma przewagę w zakresie uczenia ze zrozumieniem, włączania kultury w naukę języka, balansu pomiędzy językiem obcym a językiem ojczystym oraz kompetencji komunikacyjnej. Analiza ilościowa nie wykazała istotnych różnic pomiędzy grupami w zakresie samooceny globalnej. Osoby uczące się na platformie Duolingo miały za to wyższą samoocenę językową od osób uczących się na kursach MOOC. Grupy różniły się również pod względem wskazywanych motywacji do nauki. Wnioski. Analiza jakościowa ujawniła różnice pomiędzy dwoma implementacjami e-learningu, a także ich braki. Materiał językowy bywa odarty z kontekstu i przekazywany w zmechanizowany sposób (Duolingo) lub kurs w niewystarczający sposób motywuje i utrwala zdobytą wiedzę (edX). Zmienną pośredniczącą w badaniu ilościowym mógł być wiek badanych, gdyż 49,2% grupy uczących się na kursach typu MOOC stanowiły osoby w wieku powyżej 61 roku życia.
Objectives. The objective of this study was to compare two types of foreign language e-learning courses: the Spanish course on Duolingo and the Spanish MOOC course on edX Basic Spanish 1: Getting started, in terms of the learning conditions provided by each course. The quantitative analysis of learners was conducted in order to compare learners from the two types of courses mentioned above in terms of global self-esteem, language self-esteem and motivation. Methods. The twelve principles for good practice in language education proposed by Brown (2002) were used as criteria of qualitative analysis: (1) automaticity, (2) meaningful learning, (3) the anticipation of reward, (4) intrinsic motivation, (5) strategic investment, (6) language ego, (7) self-confidence, (8) risk taking, (9) the language-culture connection, (10) the native language effect, (11) interlanguage, (12) communicative competence. 261 Spanish learners participated in the quantitative part of the study. They were divided into two groups: Duolingo users and MOOC users from the edX, FutureLearn and Udemy platforms. Participants were asked to complete three questionnaires online (Rosenberg’s SES, language self-esteem questionnaire and motivation for language learning scale by Noels, Clément and Pelletier (2001)). The data was analyzed with Student’s t-test and chi-square test of independence. Results. The evaluation of the Spanish course on Duolingo and Spanish MOOC course on edX revealed that Duolingo is more effective in providing learner automaticity, the anticipation of reward and self-confidence, whereas the MOOC course has an advantage in meaningful learning, the language – culture connection, the native language effect and communicative competence. The quantitative analysis of learners’ characteristics indicated significant differences between the groups. Learners from Duolingo had higher language self-esteem than learners from the MOOC courses. Significant differences in motivation were also obtained. Conclusions. The qualitative analysis revealed differences in the implementation of e-learning, as well as its drawbacks. Language material happens to be non-contextual and served in a repetitive manner (as seen on Duolingo). Some online courses fail to keep learners motivated and their knowledge sustainable (as seen on edX). Age could have a mediating effect on the results due to a fact that 49,2% of MOOC group were people above age 61.
Źródło:
Ogrody Nauk i Sztuk; 2019, 9; 290-300
2084-1426
Pojawia się w:
Ogrody Nauk i Sztuk
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 39

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