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HOME BACKGROUND, TECHNOLOGY AND SELF-RELATED MOTIVATION TO LEARN ENGLISH . Martin Lamb University of Leeds. RECENT DEVELOPMENTS IN L2 MOTIVATION THEORY. L2 motivational self-system (Dörnyei, 2009) Ideal L2 Self Ought-to L2 Self Learning Experience Role of technology in L2 motivation
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HOME BACKGROUND, TECHNOLOGY AND SELF-RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds
RECENT DEVELOPMENTS IN L2 MOTIVATION THEORY • L2 motivational self-system (Dörnyei, 2009) • Ideal L2 Self • Ought-to L2 Self • Learning Experience • Role of technology in L2 motivation • Provides instrumental motive for learning? (Ought-to L2 self) • Part of vision of future self? (Ideal L2 Self) • Important means of learning? (Learning Experience)
L2 MOTIVATIONAL SELF-SYSTEM EMPIRICAL FINDINGS SO FAR • Ideal L2 Self contributes strongly to motivated learning behaviour (e.g. Ryan 2009; Csizér & Kormos, 2009; Taguchi et al., 2009) • Instrumentality can be divided into ‘promotion’ (correlating with Ideal L2 Self) and ‘prevention’ (correlating with Ought-to L2 Self) BUT • Role of Ought-to L2 Self still unclear • No research yet with learners before senior high school • No research yet about emergence of Ideal L2 Selves
RESEARCH QUESTIONS • How well does the L2 Motivational Self-System model represent the motivation of Indonesian teenagers to learn English in three distinct educational settings (metropolitan, urban, rural), and does it predict proficiency (as measured in c-test)? • Is there systematic variation in the L2 self-guides of the three settings? • What aspects of sociocultural milieu contribute to the growth of Ideal L2 Selves in the rural setting? (Phase 2)
METHOD QUESTIONNAIRE • 50-item instrument using 6-point Likert Scale, targeting 11 different constructs • 1 criterion measure (‘motivated learning behaviour’), 2 self-related constructs, 5 attitudinal (e.g. learning experience, international posture) and 3 scales measuring influence of milieu (family, peers, teachers) • Items borrowed/adapted from Dörnyei's own item pool
SAMPLE • Translated into Indonesian, piloted twice • Administered by myself and assistants
SOME PRELIMINARY RESULTS • Depressed reliability coefficients for some scales ( in range 0.6 - 0.7) • Ought-to L2 Self scale particularly unreliable, but when combined with ‘family influence’ = .725
SOME PRELIMINARY RESULTS • Generally positive attitudes towards English and learning process
SOME PRELIMINARY RESULTS • Ideal L2 Self does contribute to ‘motivated learning behaviour’, but not as much as ‘learning experience’ *p < .000
ICT SKILLS • How well can you use a computer (for email/internet)? [0 = no ability, 1 = some ability, 2 = able] • Strong effect for region (Chi sq, x2 = 269.8, p < .000)
ICT SKILLS • Controlling for region, computer skills showed mild correlation with 4 variables: • High correlation with English proficiency (r = .541, p<.000), but controlling for region it is much lower (r = .202, p<.000) *p < .000
AN INCIDENT IN JHS 8, BATANGHARI VILLAGE • Mobiles phones in the classroom • Extract from Indonesian teenagers messaging on facebook: “:) bawaanngantuk, jd last word x thterlewatkanynk. :) when u'll back to home town?” • ‘Truncated repertoires’ (Blommaert, 2010) • English as a BlackberryTM?