Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.579768
Title: Students' motivation and attitudes in an online distance English course for placement year undergraduates in Taiwan
Author: Lin, Mei Liang
Awarding Body: Queen's University Belfast
Current Institution: Queen's University Belfast
Date of Award: 2012
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Abstract:
This study was to investigate English learning motivation among the technological university students who were found to carry low English learning motivation. The wide spread availability of technology is harnessed in this study to bridge the geographical divide between students on industrial placements when studying graded readers to improve their English competence and to pass the General English Proficiency Test. Looking through the dual lens framework of socio- educational (Gardner, 2005) and motivational thinking (Ushioda, 2001) frameworks, changes in students' attitude and motivation in traditional and e-Iearning contexts; factors correlated with motivation in e-learning; attitudes and motivation changes in higher proficiency (HP) and lower proficiency (LP) groups; English learning experience, persistence and motivation in HP and LP learners were investigated. An e-learning course was designed aimed at students' needs in a platform to support their English learning during their placement year. A mixed method approach was applied in this study. Data were collected through questionnaires, course feedback, individual interviews and course observations. The results show that students' English learning motivation maintained a moderate positive level in the traditional group. On the other hand, e-Iearning group had significant lower attitudes towards the culture of English-speaking countries. However, both traditional and e-Iearning groups improved their English proficiency notably. Therefore, this result indicates that students improved their Englislh while staying in the environments which suited their learning. This study contributes to the literature by confirming Gardner's socio-educational framework in an e-leaning context and also finds a strong correlation between motivation and computer attitudes. The results are also consistent with Ushioda's motivational thinking model. And show that with extended characteristics the successful learner could also be motivated by a job-related goal and pressure of examination. This was observed in the HP students of this study and was due to their different culture and educational background.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.579768  DOI: Not available
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