Investigating the perceptions of UKM undergraduates towards an English for science and technology online course

Thang, Siew Ming; Bidmeshki, Leila

doi:10.1080/09588220903467269

Cited by 25 publications

(19 citation statements)

References 13 publications

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“…Studies by Raby (2007) and Thang and Bidmeshki (2010) are based on the Process Model of motivation , 1998). This framework pays particular attention to the time dimension of motivation, assigning cognitive processes to pre-actional, actional and post-actional phases, specifying motivational influences for each phase, and providing a description of the process by which one phase changes to the next.…”

Section: Theoretical Framework In Evaluations Of Situated Motivationmentioning

confidence: 99%

“…Raby (2007) maps the motivational influence of the tools in the CALL environment to phases in the model. A shortcoming of the work by Thang and Bidmeshki (2010) is that the influence of the Process Model is somewhat shallow. The influence of the framework appears to be limited to motivating the collection of motivational data over time, and the study does not interpret their data in relation to phases in the model.…”

Section: Theoretical Framework In Evaluations Of Situated Motivationmentioning

confidence: 99%

“…Developments in automatic speech recognition, natural language processing and student modelling have contributed features to spoken and written language practice in intelligent computer-assisted language learning (ICALL) programs (Gamper & Knapp, 2002), such as corrective feedback (Cucchiarini, Neri, & Strik, 2009;Heift & Schulze, 2007), meaning-focused practice (Johnson, 2010;Morton & Jack, 2010) and individualised instruction (Heift, 2008;Heilman, Collins-Thompson, Eskenazi, Juffs, & Wilson, 2010). Complementing these developments has been the popularisation of technologies for communication over the internet, using video conferencing tools (Develotte, Guichon, & Vincent, 2010;Jauregi, de Graff, van den Bergh, & Kriz, 2012), internet forums (Qian & McCormick, 2014;Thang & Bidmeshki, 2010), chat (Sauro, 2012) or web publishing (Chen & Brown, 2011), providing new possibilities for meaningful computer-mediated communication (CMC) between learners and native and non-native speakers. In this paper, we will refer to both of these types of computer programs offering language practice with the general term CALL systems.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the motivational impact of CALL systems: current practices and future directions

Bodnar

Cucchiarini

Strik

et al. 2014

Computer Assisted Language Learning

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A major aim of computer-assisted language learning (CALL) is to create computer environments that facilitate students' second language (L2) acquisition. To achieve this aim, CALL employs technological innovations to create novel types of language practice. Evaluations of the new practice types serve the important role of distinguishing effective practice environments from less effective environments, while simultaneously informing educational practices and second language acquisition (SLA) theory. Accordingly, evaluations of CALL systems necessarily deal with multiple criteria. Most researchers would probably agree that motivation is an important criterion in CALL evaluations: a system can provide sufficient L2 input and opportunities for L2 output, yet fail to be pedagogically effective if learners are unwilling to participate. Furthermore, knowledge of the motivational impact of practice can provide valuable context linking individual language learners, practice effort and learning outcomes. From the perspective of recent theoretical developments in L2 motivation theory, this paper surveys a representative sample of CALL system evaluations that include motivational impact. Our analysis suggests not only that CALL needs to do more to align its treatment of motivation with recent L2 motivation theories, but also that it is well positioned to do so. We find that (1) few CALL studies treat motivation as it relates to practice as a dynamic variable, (2) behavioural practice logs are underexploited and (3) very few evaluations take into account learners' individual interests and goals. Drawing on these and other findings, we suggest four new directions for developing the motivation dimension in CALL evaluations.

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Section: Theoretical Framework In Evaluations Of Situated Motivationmentioning

confidence: 99%

Section: Theoretical Framework In Evaluations Of Situated Motivationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Evaluating the motivational impact of CALL systems: current practices and future directions

Bodnar

Cucchiarini

Strik

et al. 2014

Computer Assisted Language Learning

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show abstract

“…However, Lauricella and Kay (2010) argue that the use of handhold devices can become a distraction to students during lectures, where by students use these devices to access Internet and do other academic unrelated activities. Although, in the University of Kebangsaan Malaysia, students started using Wi-Fi to neglect their studies by being busy on the Internet during class time doing their personal activities (Thang, Mahmud & Abd Razak, 2012). They also argue that the transmission of data through wireless connection can lead to data being unsecured, and also students might hack into the network and get files transmitted by a lecturer's IP address.…”

Section: Usage Of Wi-fi In Universitiesmentioning

confidence: 99%

The Impact of Wireless Fidelity on Students’ Academic Performance in a Developing Economy

Moate¹,

Chukwuere²,

Mavhungu³

2017

Proceedings of the 31st International Academic Conference, London

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“…While there were studies on the benefits of online learning systems in motivating the students towards the learning of English in Malaysia (Pramela & Wong, 2009;Thang & Bidmeshki, 2010;Pramela, Supyan & Nackeeran, 2011;Thang et al 2012), there is a general dearth of motivational studies pertaining to the use of such systems in learning literature internationally and locally. Only two such studies could be found in the Malaysian secondary school context.…”

Section: Studies On Motivation To Learn In An Online Contextmentioning

confidence: 99%

Exploring Motivational Design and Motivation Types Facilitated By an Online Support System for Learning Literature

Taha¹,

Thang²

2014

GEMA Online

Self Cite

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This paper is a study designed to explore the influence of an Online Support System for learning Literature (LitOSS) on a group of twenty-five Form 4 Malaysian students who generally perceived English Literature as difficult and uninteresting. This asynchronous mode of learning was introduced with the intention of enhancing the students" motivation to learn English literature through a blended learning environment. LitOSS featured seven literature topics encompassing poems, short stories and novel, presented in the forms of online textbased materials, graphics and videos. This study was framed by the Social Cognitive Theory (SCT) of language learning, Keller"s (1987) Attention, Relevance, Confidence and Satisfaction (ARCS) Model and the Social Cognitive Model of Motivation (SCMM). The motivational design of the system and the prevalent types of motivation facilitated by the system were measured using two sets of questionnaires (i.e. the adapted versions of WebMac Sr. 4.0 and Motivated Strategies for Learning Questionnaire (MSLQ)) and a focus group interview. Findings from the study support the prediction that LitOSS would significantly enhance students" motivation to learn literature due to its highly motivating design. It was also discovered that not only did the system promote self-efficacy and a high control of learning, it also motivated the students extrinsically and intrinsically.

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Investigating the perceptions of UKM undergraduates towards an English for science and technology online course

Cited by 25 publications

References 13 publications

Evaluating the motivational impact of CALL systems: current practices and future directions

Evaluating the motivational impact of CALL systems: current practices and future directions

The Impact of Wireless Fidelity on Students’ Academic Performance in a Developing Economy

Exploring Motivational Design and Motivation Types Facilitated By an Online Support System for Learning Literature

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