Role of Students' Attitudes and Motivation in Second Language Learning in Online Language Courses

Abstract

This study investigated the role of students' motivation and attitudes in second language (L2) study within an online language course context (LOL). Students' attitudes and motivation were examined within a socioeducational framework (Gardner & MacIntyre, 1993) while learning contexts were examined based on Dörneyi's (1994) components of foreign language learning motivation. Students' learning behaviors and learning outcomes were used as predictor and criterion variables in a series of quantitative and qualitative analyses. The results showed that students tended to have relatively high anxiety about the LOL course at the beginning of the semester, perhaps due to their lack of familiarity with the specific LOL learning environment. However, students' motivation and attitudes toward L2 study were relatively positive and stable during the course. The findings provided some evidence that motivated students studied regularly and productively to take every opportunity to perfect their language skills. It was also found that each teacher idiosyncratically implemented the LOL course, thereby creating a unique class culture and affecting students' motivation and attitudes toward studying the L2 in the LOL context. The findings reinforced the importance of students' motivation and attitudes in L2 study and, equally important, the continuing critical role of the teacher in technology-enhanced teaching.

EFL Learners’ Attitudes toward Writing Instruction Based on Critical Language Awareness

“…Kara (2009) argued that the positive attitudes lead to positive behavior; the participants of this study showed positive behavior to writing skill. If CLA can be considered as a new approach like technology, this study is also in line with that of Ushida (2005). Moreover, as item 6 showed, the participants did not restrict themselves to the thoughts expressed in the texts.…”

“…Although, non-probability of its application in all contexts might be considered as a weakness but Ushida (2005) probed the motivation and attitude in relation to online learning of Spanish and French which revealed a satisfactory positive attitude. The aforementioned study beside Kern (1995), Warschauer (1996) In educational contexts of leaner-centeredness, the focal attention is chiefly on the attitude of learners; however, the teachers' view toward learning, learners and different methods play a crucial role.…”

English as a Foreign Language at the University of Yaounde 1: Attitudes and Pedagogic Practices

“…In fact, Dörnyei, Csizer, and Neineth (2006: 68ff) estimate the cardinal role of the learner's attitudes towards the learning situation and observe that it is the influence of the educational context on the individual's attitudes that influences the individual's level of motivation. Ushida (2005) investigated the role of students' attitudes and motivation in second language learning in online language courses, using Gardner and MacIntyre (1993) socio-educational framework. He sought to answer questions related to (a) patterns of motivation and attitudes toward the study of French and Spanish, (b) the relationship between attitudes and motivation on the one hand, and online learning on the other hand, (c) factors affecting students' attitudes and motivation as well as success in the study and learning of French and Spanish in an online course.…”

“…Through factor analysis and 'split-plot' analysis of variance, they establish an intensive relationship between attitudes, integrative motivation and the anxiety of students, achievement in the language of study. Ushida (2005) summarises that this Gardnerian stream of researchers are more interested in the causal relationships among possible individual-difference variables with various achievement measures. According to Smit and Dalton (2000), this view supposes that only a positive attitude towards the target language community can lead to integrativeness, thus contributing to an overall greater motivation in language learning.…”

“…Learners generally have clearly defined goals for studying English, and are most likely to be sensitive towards the strategies that are employed by the teacher in the classrooms to enable them to attain their goals. If the classroom supports them in realising the goals, they are most likely to develop positive attitudes towards the course (Dörnyei 2003, Ushida 2005 and the purpose for which they are learning the language becomes feasible to them. However, it is not yet very clear whether classroom practices alone can divert learners' attitudes towards English in a situation where the need for the language is steered more by conscious awareness of its increasing value than by the obvious need to communicate.…”