Investigating ESL Learners' Motivation through ARCS Motivational Design Model

Javed, Fareeha; Saher, Najam Us; Baig, Sana

doi:10.31703/grr.2019(iv-iii).56

Cited by 2 publications

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“…The findings of this study also suggested that there are strong correlations between learning strategies and every motivation component in the ARCS model. These results are in line with the study by Javed et al (2019) on student motivation for learning English as a second language (ESL).…”

Section: Conclusion 51 Summary Of Findings and Discussionsupporting

confidence: 91%

“…According to Gonen and Akbarov (2016) and Wan Daud et al (2020), the ARCS model's Satisfaction element has the greatest mean compared to attention, relevance, and confidence. Javed et al (2019) found a positive correlation between all four ARCS model factors and students' willingness to learn, while Chang et al (2016) found that M-IBL students with motivational enhancement had significantly higher learning motivation than those without MSs in ARCS relevance, confidence, and satisfaction but no significant difference in Attention.…”

Section: Past Studies On the Use Of Learning Strategies And Arcs Moti...mentioning

confidence: 95%

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Exploring Effective Learning Strategies In Arabic Language Through The Arcs Model

Md Sallehuddin,

Ammar,

Mohammed Raffi

et al. 2024

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Learning a foreign language is challenging for non-native speakers. Thus, choosing the best Language Learning Strategies (LLS) is important in learning a foreign language, especially for the Arabic language. The LLS used will be able to help the students to motivate and enhance the language learning to the optimal level. This study aims to investigate the outcome of the ARCS Model in Arabic Language student's learning strategies, focusing on attention, confidence, satisfaction and the relationships between all three motivation aspects. A quantitative survey consisting of 41 questions was divided into four sections: demographic profile, attention and relevance, confidence, and satisfaction. The survey was distributed to 182 respondents who took Arabic as a third language in a public university. Data was analysed using SPSS Frequency Statistics. The findings showed the highest mean score for the ARCS model in motivation was in satisfaction items. Regular attendance to class and help-seeking show the highest mean score in both items. Students seek help from others when having difficulties in learning the Arabic language. This study helped educators to identify the best teaching models and methods for learning the language to motivate the students for example, group work, presentation and others.

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Section: Conclusion 51 Summary Of Findings and Discussionsupporting

confidence: 91%

Section: Past Studies On the Use Of Learning Strategies And Arcs Moti...mentioning

confidence: 95%

Exploring Effective Learning Strategies In Arabic Language Through The Arcs Model

Md Sallehuddin,

Ammar,

Mohammed Raffi

et al. 2024

View full text Add to dashboard Cite

show abstract

“…Loorbach et al (2015) conducted a study in a self-directed learning environment and concluded that a reduced version of IMMS, called RIIMS (Reduced Instructional Materials Motivation Survey) fitted the four factors of the ARCS model with an instrument that consisted of 12 items. In the framework of languages to see if undergraduate students' are motivated to learn English as a second language (Javed et al, 2019).…”

Section: Arcs Model Of Motivational Designmentioning

confidence: 99%

Integrating COIL in teacher training: An estimation of learners´ motivational attitudes

et al. 2023

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Collaborative Online International Learning experiences have gained popularity and presence in the last years, but the motivational impact they have on future Primary Education teachers in the field of teacher training education is to be researched. We present a quantitative study that tries to estimate the level of motivation of teacher training students that are in the trilingual degree in the Basque Country. This study examines the level of confidence, attention, satisfaction and relevance of learners in higher education according to Keller’s ARCS model of motivation. It compares the results obtained between learners that have taken part in the Collaborative Online International Learning project, from now on COIL, and those that did not have the opportunity to take part in the virtual exchange and that had to develop the project in the traditional way. It also reflects the opinions they have regarding the general satisfaction of the project. The study involved 43 students from the UPV/EHU (University of the Basque Country) and students from Masaryk University. The data was collected through a validated questionnaire IMMS created in Google Forms. Key findings include that this faculty driven intervention that in all the dimensions, except Satisfaction, show significance results. Therefore, it is confirmed that the dimensions of Attention, Relevance, Confidence, as well as the overall score of the instrument (Global IMMS), show significant differences between the two groups analyzed. The exceptionality of the Satisfaction dimension is very close to the rejection zone of the null hypothesis. This helps us to underline the positive value of the implementation of virtual exchanges and it is therefore concluded that the greater motivation, the higher the degree of positive attitudes towards taking part in virtual exchanges. These results allow decisions to be taken with regard to implementing these experiences in the initial training of teachers, since the data that has been collected has direct implications for global learning engagement level and as an effective pedagogical approach to prepare all students to cope with the requirements that a 21st century society has.

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Investigating ESL Learners' Motivation through ARCS Motivational Design Model

Cited by 2 publications

References 0 publications

Exploring Effective Learning Strategies In Arabic Language Through The Arcs Model

Exploring Effective Learning Strategies In Arabic Language Through The Arcs Model

Integrating COIL in teacher training: An estimation of learners´ motivational attitudes

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