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Year 2020, Volume: 4 Issue: 1, 86 - 100, 26.12.2020

Semahat Aysu

Abstract

References

  • Akobirov, F.R. (2017). The influence of technology on language learning and motivation with Uzbek EFL and United States ESL students (Unpublished doctoral dissertation). University of Kansas, United States of America.
  • Barreto, A.M.R. (2018). Motivating English language use by using the benefits of technology. Gist Education and Learning Reseacrh Journal, 16, 117-140.
  • Baytak, A., Tarman, B., & Ayas, C. (2011). Experiencing technology integration in education: children’s perceptions. International Electronic Journal of Elementary Education, 3(2), 139-151.
  • Brinton, D.M. (2001). The use of media in language teaching. In M. Celce- Murcia(Ed.), Teaching English as a Second or Foreign Language (pp.459 -476). USA: Heinle&Heinle.
  • Brown, H.D. (2007). Principles of language learning and teaching (5th ed.). USA: Pearson.
  • Büyüköztürk, Ş. (2010). Veri analizi el kitabı (11th ed.). Ankara:Pegem Akademi.
  • Chen, J.C., & Kent, S. (2020). Task engagement, learner motivation and avatar identities of struggling English language learners in the 3d virtual world. System, 88 (102168), 1-14.
  • Crookes, G., & Schmidt, R. (1991). Motivation: “Reopening the research agenda.”. Language Learning, 41(4), 469- 512.
  • Deci, E. (1975). Intrinsic motivation. New York: Plenum Press.
  • Demir, B. (2005). An investigation into effects of motivational factors and attitudes of primary school students on learning English as a foreign language (Unpublished MA Thesis). Çanakkale Onsekiz Mart University, Çanakkale.
  • Dörnyei, Z. (1998). Motivation in second and foreign langauage learning. Language Teaching, 31, 117-135.
  • Dörnyei, Z. (2003). Questionnaire in second language research. Construction, administration,and processing. London: Lawrence Erlbaum Associates.
  • Fandino, F.G.E., Munoz, L.D., & Velandia, A.J.S. (2019). Motivation and E-learning English as a foreign language: A qualitative study. Heliyon, 5, 1-7.
  • Fei, Q. (2005). Motivation, an influential factor for L2 Acquisition?. Retrieved December 13, 2010 from http://zxyy.xhedu.sh.cn/cms/data/html/doc/2005-10/28/24697/index.html.
  • Field, A. (2006). Reliability Analysis. Retrieved January 4, 2011 from http://www.statisticshell.com/reliability.pdf.
  • Frigaard, A. (2002).Does the computer lab improve students performance on vocabulary, grammar, and listening comprehension? Eric Document Reproduction Service No.ED476749.
  • Gass, M.S., & Selinker, L. (2008). Second language acquisition (3rd ed.). New York: Lawrence Erlbaum Associates.
  • Gardner, R.C. (2004). Attitude/Motivation Test Battery: International AMTB Research Project. Retrieved January 6, 2011 from publish.uwo.ca/~gardner/docs/englishamtb.pdf.
  • Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
  • Genç İlter, B. (2009). Effect of technology on motivation in EFL classrooms. Turkish Online Journal of Distance Education, 10(4),1-9.
  • Genç İlter, B. (2015). How does technology affect language learning process at an early age? Procedia Social and Behavioral Sciences, 199, 311-316.
  • Ghorbani, M.R. (2011). The impact of phonetic instruction on Iranian students’ listening ability enhancement. Asian ELT Journal, 52, 24-34.
  • Gill, D. (2006). Effects of technology on second language learning. Journal of College Teaching and Learning, 3 (2), 19-28.
  • Göçerler, H. (2018). Die effektivitat der smartphone-applikationen auf die wortschatzverfesttigung und-erweiterung im fremdsprachenunterricht. (Unpublished PhD Thesis). Trakya University, Edirne.
  • Gömleksiz, M.N. (2001).The effects of age and motivation factors on second language acquisition. Fırat University Journal of Social Science, 11(2), 217-224.
  • Granito, M. D.,& Chernobilsky, E. (2012). The effect of technology on a student’s motivation and knowledge retention. InNERA Conference Proceedings (10.19.2012). University of Connecticut.
  • Kang, S. (1999). Learning styles: Implications for ESL/EFL instruction. English Teaching Forum, 37-40.
  • Kalanzadeh, G.A., Soleimani, H., & Bakhtiarvand, M. (2014). Exploring the influence of using technology on Iranian EFL students’ motivation. ? Procedia Social and Behavioral Sciences,98, 814-823.
  • Kleinginna, P.R., & Kleinginna, A.M. (1981). A categorized list of motivation definitions,with a suggestion for a consensual definition. Motivation and Emotion, 5, 263-291.
  • Lin, F.L. (2010). English learners’ incidental vocabulary acquisition in the video-based CALL program. Asian EFL Journal, 12 (4). Retrieved July 20, 2011 from http://www.asian-efl-journal.com/PDF/Volume-12-Issue-4-Lin.pdf.
  • Maslow, A.H. (1987). Personality and Motivation (3rd.). Harlow, England: Longman.
  • Rost, M. (2002). New technologies in language education:opportunities for Professional Growth. Retrieved July 23, 2011 from http://www.longman.com/ae/multimedia/pdf/MikeRost_PDF.pdf.
  • Signes, C.G. (2001). Language teaching and media literacy. In H. F. Mora, B. Pennock Speck, P. B. Franch, C. G. Signes & M. M. M. Viano (Eds.), Teaching English in a Spanish Setting (pp.123-136).València: Universitat de València.
  • Spolsky, B. (1969). Attitudinal aspects of second language learning. Language Learning, 19, 271-283.
  • Sun, Y., & Gao, F. (2020). An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning. Education Technology Research and Development, 68 (3),1181-1198.
  • Tavakoli, H., Lotfi, A.R., & Biria, R. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6 (1580916), 1-27. Doi: https://doi.org/10.1080/2331186X.2019.1580916.
  • Wang, X. (2006). The role of motivation in university learners’ language acquisition in China. Sino-US English Teaching, 3(9), 32-34.
  • Williams, M., & Burden, R. L. (2000). Psychology for language teacher. Cambridge, UK: Cambridge University Press.
  • Wong, K-T., Tan, K.N., & Lin, C.Y. (2019). Innovative improvised low-cost wiimote interactive whiteboard (ıw-ıwb) learning tool for teaching Chinese as a second language (tcsl). International Journal of Innovative and Technology and Exploring Engineering (IJITEE), 9(1), 2233-2237.

The Use of Technology and Its Effects on Language Learning Motivation

Year 2020, Volume: 4 Issue: 1, 86 - 100, 26.12.2020

Semahat Aysu

Abstract

This study aimed to find out the effects of technology use on the motivation level of foreign language students in the language classrooms. For this reason, an experiment was carried out in this study. There were two groups of students who were studying in Tourism and Hotel Management Program. 20 of them were in the control group while 25 of them were in the experimental group. The same questionnaire developed by the researcher was administered to both groups as a pre- test and a post-test. The results indicated that; while there were not any significant differences between two groups as a result of pre-test, students in the experimental group were highly motivated after a four-week treatment. On the other hand, there was not a significant difference in students’ motivation level in the control group.

Keywords

Motivation Technology English Language Foreign Language Learning Experiment Pre-test Post-test Tekirdağ Namık Kemal University Vocational School

References

  • Akobirov, F.R. (2017). The influence of technology on language learning and motivation with Uzbek EFL and United States ESL students (Unpublished doctoral dissertation). University of Kansas, United States of America.
  • Barreto, A.M.R. (2018). Motivating English language use by using the benefits of technology. Gist Education and Learning Reseacrh Journal, 16, 117-140.
  • Baytak, A., Tarman, B., & Ayas, C. (2011). Experiencing technology integration in education: children’s perceptions. International Electronic Journal of Elementary Education, 3(2), 139-151.
  • Brinton, D.M. (2001). The use of media in language teaching. In M. Celce- Murcia(Ed.), Teaching English as a Second or Foreign Language (pp.459 -476). USA: Heinle&Heinle.
  • Brown, H.D. (2007). Principles of language learning and teaching (5th ed.). USA: Pearson.
  • Büyüköztürk, Ş. (2010). Veri analizi el kitabı (11th ed.). Ankara:Pegem Akademi.
  • Chen, J.C., & Kent, S. (2020). Task engagement, learner motivation and avatar identities of struggling English language learners in the 3d virtual world. System, 88 (102168), 1-14.
  • Crookes, G., & Schmidt, R. (1991). Motivation: “Reopening the research agenda.”. Language Learning, 41(4), 469- 512.
  • Deci, E. (1975). Intrinsic motivation. New York: Plenum Press.
  • Demir, B. (2005). An investigation into effects of motivational factors and attitudes of primary school students on learning English as a foreign language (Unpublished MA Thesis). Çanakkale Onsekiz Mart University, Çanakkale.
  • Dörnyei, Z. (1998). Motivation in second and foreign langauage learning. Language Teaching, 31, 117-135.
  • Dörnyei, Z. (2003). Questionnaire in second language research. Construction, administration,and processing. London: Lawrence Erlbaum Associates.
  • Fandino, F.G.E., Munoz, L.D., & Velandia, A.J.S. (2019). Motivation and E-learning English as a foreign language: A qualitative study. Heliyon, 5, 1-7.
  • Fei, Q. (2005). Motivation, an influential factor for L2 Acquisition?. Retrieved December 13, 2010 from http://zxyy.xhedu.sh.cn/cms/data/html/doc/2005-10/28/24697/index.html.
  • Field, A. (2006). Reliability Analysis. Retrieved January 4, 2011 from http://www.statisticshell.com/reliability.pdf.
  • Frigaard, A. (2002).Does the computer lab improve students performance on vocabulary, grammar, and listening comprehension? Eric Document Reproduction Service No.ED476749.
  • Gass, M.S., & Selinker, L. (2008). Second language acquisition (3rd ed.). New York: Lawrence Erlbaum Associates.
  • Gardner, R.C. (2004). Attitude/Motivation Test Battery: International AMTB Research Project. Retrieved January 6, 2011 from publish.uwo.ca/~gardner/docs/englishamtb.pdf.
  • Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House Publishers.
  • Genç İlter, B. (2009). Effect of technology on motivation in EFL classrooms. Turkish Online Journal of Distance Education, 10(4),1-9.
  • Genç İlter, B. (2015). How does technology affect language learning process at an early age? Procedia Social and Behavioral Sciences, 199, 311-316.
  • Ghorbani, M.R. (2011). The impact of phonetic instruction on Iranian students’ listening ability enhancement. Asian ELT Journal, 52, 24-34.
  • Gill, D. (2006). Effects of technology on second language learning. Journal of College Teaching and Learning, 3 (2), 19-28.
  • Göçerler, H. (2018). Die effektivitat der smartphone-applikationen auf die wortschatzverfesttigung und-erweiterung im fremdsprachenunterricht. (Unpublished PhD Thesis). Trakya University, Edirne.
  • Gömleksiz, M.N. (2001).The effects of age and motivation factors on second language acquisition. Fırat University Journal of Social Science, 11(2), 217-224.
  • Granito, M. D.,& Chernobilsky, E. (2012). The effect of technology on a student’s motivation and knowledge retention. InNERA Conference Proceedings (10.19.2012). University of Connecticut.
  • Kang, S. (1999). Learning styles: Implications for ESL/EFL instruction. English Teaching Forum, 37-40.
  • Kalanzadeh, G.A., Soleimani, H., & Bakhtiarvand, M. (2014). Exploring the influence of using technology on Iranian EFL students’ motivation. ? Procedia Social and Behavioral Sciences,98, 814-823.
  • Kleinginna, P.R., & Kleinginna, A.M. (1981). A categorized list of motivation definitions,with a suggestion for a consensual definition. Motivation and Emotion, 5, 263-291.
  • Lin, F.L. (2010). English learners’ incidental vocabulary acquisition in the video-based CALL program. Asian EFL Journal, 12 (4). Retrieved July 20, 2011 from http://www.asian-efl-journal.com/PDF/Volume-12-Issue-4-Lin.pdf.
  • Maslow, A.H. (1987). Personality and Motivation (3rd.). Harlow, England: Longman.
  • Rost, M. (2002). New technologies in language education:opportunities for Professional Growth. Retrieved July 23, 2011 from http://www.longman.com/ae/multimedia/pdf/MikeRost_PDF.pdf.
  • Signes, C.G. (2001). Language teaching and media literacy. In H. F. Mora, B. Pennock Speck, P. B. Franch, C. G. Signes & M. M. M. Viano (Eds.), Teaching English in a Spanish Setting (pp.123-136).València: Universitat de València.
  • Spolsky, B. (1969). Attitudinal aspects of second language learning. Language Learning, 19, 271-283.
  • Sun, Y., & Gao, F. (2020). An investigation of the influence of intrinsic motivation on students’ intention to use mobile devices in language learning. Education Technology Research and Development, 68 (3),1181-1198.
  • Tavakoli, H., Lotfi, A.R., & Biria, R. (2019). Effects of CALL-mediated TBLT on motivation for L2 reading. Cogent Education, 6 (1580916), 1-27. Doi: https://doi.org/10.1080/2331186X.2019.1580916.
  • Wang, X. (2006). The role of motivation in university learners’ language acquisition in China. Sino-US English Teaching, 3(9), 32-34.
  • Williams, M., & Burden, R. L. (2000). Psychology for language teacher. Cambridge, UK: Cambridge University Press.
  • Wong, K-T., Tan, K.N., & Lin, C.Y. (2019). Innovative improvised low-cost wiimote interactive whiteboard (ıw-ıwb) learning tool for teaching Chinese as a second language (tcsl). International Journal of Innovative and Technology and Exploring Engineering (IJITEE), 9(1), 2233-2237.
There are 39 citations in total.

Details

Primary Language English
Subjects Language Studies
Journal Section Articles
Authors

Semahat Aysu 0000-0001-6431-9983

Publication Date December 26, 2020
Published in Issue Year 2020 Volume: 4 Issue: 1

Cite

APA Aysu, S. (2020). The Use of Technology and Its Effects on Language Learning Motivation. Journal of Language Research, 4(1), 86-100.
AMA Aysu S. The Use of Technology and Its Effects on Language Learning Motivation. JLR. December 2020;4(1):86-100.
Chicago Aysu, Semahat. “The Use of Technology and Its Effects on Language Learning Motivation”. Journal of Language Research 4, no. 1 (December 2020): 86-100.
EndNote Aysu S (December 1, 2020) The Use of Technology and Its Effects on Language Learning Motivation. Journal of Language Research 4 1 86–100.
IEEE S. Aysu, “The Use of Technology and Its Effects on Language Learning Motivation”, JLR, vol. 4, no. 1, pp. 86–100, 2020.
ISNAD Aysu, Semahat. “The Use of Technology and Its Effects on Language Learning Motivation”. Journal of Language Research 4/1 (December 2020), 86-100.
JAMA Aysu S. The Use of Technology and Its Effects on Language Learning Motivation. JLR. 2020;4:86–100.
MLA Aysu, Semahat. “The Use of Technology and Its Effects on Language Learning Motivation”. Journal of Language Research, vol. 4, no. 1, 2020, pp. 86-100.
Vancouver Aysu S. The Use of Technology and Its Effects on Language Learning Motivation. JLR. 2020;4(1):86-100.
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