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HOME BACKGROUND, TECHNOLOGY AND SELF-RELATED MOTIVATION TO LEARN ENGLISH

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

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  1. HOME BACKGROUND, TECHNOLOGY AND SELF-RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds

  2. 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)

  3. 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

  4. 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)

  5. Junior high school (JHS)13, Jambi district

  6. JHS 14 Bandung, Java

  7. 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

  8. SAMPLE • Translated into Indonesian, piloted twice • Administered by myself and assistants

  9. 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

  10. SOME PRELIMINARY RESULTS • Generally positive attitudes towards English and learning process

  11. SOME PRELIMINARY RESULTS • Ideal L2 Self does contribute to ‘motivated learning behaviour’, but not as much as ‘learning experience’ *p < .000

  12. 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)

  13. 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

  14. 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?

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