Investigating external motivating factors in CALL settings

1. Investigating external motivating factors in CALL settings Dr George S. Ypsilandis Dept. of Italian Studies Aristotle University of Thessaloniki ypsi@itl.auth.gr

2. The Background: Introduction Vocational Education Polytechnics Technical Universities Vocational Education Vocational Schools Geography Secondary Education Vocational Schools Technical Universities Universities

3. The situation clientele from secondary education Beginners + Advanced for ESP Again mixed ability Advanced 2 hours per week Beginners 5 hours per week Schools where French lang. English lang. Placement Test English language Problematic Lack of suitable material Vocational Schools Mixed ability groups

4. The teaching method • Course book • Grammar oriented The problem Motivation was very low Those students with HIGHinterlanguage level thought they had nothing to learn Those students with LOWinterlanguage level thought they could not learn

5. Indicators of low Motivation Motivation is contagious … and so is lack of motivation Class attendance was low Willingness to participate in class activities was low

6. “there is no evidence whatever in the extensive research literature on the affective and motivational aspects of second language acquisition (see e.g. Gardner 1979; Heckhausen and Weiner 1972), to suggest that the computer - or any other extrinsic motivator - will have more than a very short-term effect in enthusing the jaded language learner” (Thomas1986:117). • Scholfield, P.J. & Ypsilandis G.S. (1994) "Evaluating Computer Assisted Language Learning from the Learners΄ Point of View" in Graddol, D. and Swann, J. Evaluating Language Multilingual Matters LTD. pp. 62-74. Low student motivation Neither instl nor integr Internal or external • Language as a subject of study and not as a medium • Not giving ‘voice and identity’ • Or ‘engage in future selves’ Teacher motivation Teacher Reaction Employ engagement / pedagogical strategies to enhance motivation Computer Enthusiasts Motivation is increased by “unique combination of tutorial, interactive, and visual capabilities” Kenning & Kenning (1983:3) by increasing self confidence (Ahmad et al. 1985) “an innate attraction... (especially for teenage boys..)” Roberts (1981:121) Any negative reactionwas attributed to technophobia of students or teachers

7. Traditional Use 1st Stage At a later stage 1st MC 1. Ind. 2. Group 2nd Stage 2nd SB 3. Ind. 4. Group 3rd GF 5. Ind. 6 Group

8. The experiment: 3 stages HyperTexted Material Teacher’s Role: Offer Extra Feedback 1st Stage Vocabulary, Grammar, Cultural Practice: Testing Software Teacher’s Role: Assist Preparation Preparation Stage of a topic 2nd Stage Some Linguistic Input Teacher’s Role: Coordination discussion in target language 3rd Stage Class discussion

9. Data Collection Class Observations • 28 items Questionnaire • Odell’s (1986) • Technical • Pedagogical

10. Results: General Indicators of Motivation change from observations • Students used their break to study the material!!!!! Class attendance was increased Class participation was increased

11. Get Help Loading the program Quitting the program Manipulating the Cursor Following the instructions Repeating the program Screen Layout Optionsoffered Results: Technical Design Features Generally Positive in all seven groups

12. Strong disagreement of first 6 with 7 Compatibility of program with other teaching. Kruskal-Wallis’s test (p= .0000). Mann-Whitney’s test p=.0001. Adequacy of feedback provided by program Kruskal-Wallis’s test (p= .0000). Mann-Whitney’s test p=.0002.

13. Strong disagreement of first 6 with 7 Suitability of program to personal needs Kruskal-Wallis’s test (p= .0298). Mann-Whitney’s test showed that was due to marked correlations between the subjects 2,4,5,6 Intrinsic interest of program Kruskal-Wallis’s test (p= .0002). Mann-Whitney’s test ALL 6

14. Strong disagreement of first 6 with 7 Motivating quality of computer task Kruskal-Wallis’s test (p= .0000). Mann-Whitney’s test p=.0007. Preference for computer based learning Kruskal-Wallis’s test (p= .0000). Mann-Whitney’s test ALL 6

15. Some agreement of traditional with experimental Suitability of content to objectives Kruskal-Wallis’s test (p= .0000). Mann-Whitney’s test 2,4,5,6 Suitability of content to task Kruskal-Wallis’s test (p= .0006). Mann-Whitney’s test 4,6

16. Further exploration of the Data, Exploratory Correlations among Dependent variables (Spearman) Found the task motivating

17. Further exploration of the Data, Exploratory Correlations among Dependent variables (Spearman) Found the task motivating

18. Conclusions: Impact of motivation theory on CALL? Motivation seems to be a ‘multidimensional construct closely linked with the content of task which needs to satisfy learner’s personal needs and be at the right level. Giving voice and identity to what the learner wishes to do with language The type of activity does not add to motivation if the above is missing. Activities need to be meaningful

19. Further conclusions integrating CALL material with what is going on in the rest of a language course is seen positively by users. CALL to match method of teaching The more elaborate feedback does not pass unnoticed by CALL users and indeed receives a more favourable reaction. Feedback seems to be playing a major role in subjects’ attitudes (positive or negative) to CALL software.

20. Limitations PPP approach…. Now out of fashion The questionnaire was very general and, therefore, it could not provide an in-depth analysis of any area. Rather it has played a reconnaissance role, in spotting areas of difficulty with possible suggestions, which, however, need further experimentation and evaluation. This procedure does not tell us much about the learning process itself which could be the target in future CALL research

21. Finally Technology by itself does not add to motivation However It may have a possible effect as a pedagogical / engagement strategy