Exploring Motivational Design and Motivation Types Facilitated By an Online Support System for Learning Literature
Abstract
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 text-based 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.
Keywords
Full Text:
PDFReferences
Akdemir, O. & Colakoglu, O.M. (2008). Measuring Motivation in the Instruction Developed for Blended Courses. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2008 (pp. 10-15). Chesapeake, VA: AACE. Retrieved November 2nd, 2011 from http://www.editlib.org/p/28369
Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bandura, A. (1996). Social cognitive theory of human development. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., pp. 5513-5518) Oxford: Pergamon Press
ChanLin, L.J. (2009). Use of Learning Strategies in Web-based Project Tasks. In G. Siemens & C. Fulford (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 1677-1682). Chesapeake, VA: AACE.
Creswell, J. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research. 2nd ed. Upper Saddle River, NJ: Pearson Education, Inc
Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M.(2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735. Retrieved January 12th, 2012 from http://www.motivation.chaire.ulaval.ca/webdav/site/crcmrs/shared/pdf/2010/Guay,%20Chanal,%20Ratelle,%20Marsh,%20Larose,%20Boivin_2010.pdf
Gurnam, K. S. (2003). Literature in the language classrooms: Seeing through the eyes of learners. In: Ganakumaran & Edwin Malachi (eds.). Teaching of literature in ESL/EFL contexts. pp. 88-110. Petaling Jaya: Sasbadi-Melta ELT Series.
KBSM English language Curriculum Specifications. (2003). Ministry of Education, Malaysia
Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2 – 10. Retrieved September 12, 2012 from official John Keller’s website. http://www.arcsmodel.com/
Marzilah A. Aziz, Sharifah Nadia Syed Nasharudin. (2010). An Investigation On Approaches Used To Teach Literature In The ESL Classroom: A Case Study Of Sekolah Menengah Kebangsaan Taman Desa Skudai, Johor Bahru. Unpublished Article. Universiti Teknologi Malaysia. Retrieved September 10, 2011 from http://eprints.utm.my/11115/
Piteira, M. & Costa, C.(2006). Evaluation of perceived usability: the e-learning platform Moodle. CIAWI / IADIS, Murcia, Spain. October 6-7
Pramela, K & Wong B.E. (2009). Malaysian learners and their perceptions towards online English Language Courses. Turkish Online Journal of Distance Education. Vol. 10 (2). pp.203-224. Retrieved March 10, 2012 from https://tojde.anadolu.edu.tr/tojde34/articles/article_12.htm. ISSN 1302-6488
Pramela,K., Supyan Husin & Nackeeran, S. (2011). Language learning and language acquisition in Online Forums. 3L: The Southeast Asian Journal of English Language Studies. Vol 17(2): 91 – 100. Retrieved February 14, 2014 from http://ejournal.ukm.my/3l/article/view/964/882
Radovan M. (2010). New paradigms in motivational research. Retrieved 6 February 2014 from International Journal of Academic Research 2(2).
Radovan M. (2011). The relation between distance students’ motivation, their use learning strategies and academic success. Retrieved 5 March 2012 from The Turkish Online Journal of Educational Technology 10(1)http://www.tojet.net/articles/v10i1/10122.pdf
Sivapalan,S. and Wan Fatimah,W.A. (2010). A Web-Based Multimedia Approach to Literature in Malaysian Secondary Schools: Learners’ Preferences. European Journal of Social Sciences, 12(3). http://www.eurojournals.com/ejss_12_3_01.pdf
Small, R.V.(1999). Website Motivational Analysis Checklist (WebMAC) Professional. Fayetteville,NY: Motivation Mining Company.
Thang, S. M. & Bidmeshki, L. (2010). Investigating the perceptions of UKM undergraduates towards an English for science and technology online course. Computer Assisted Language Learning 23(1). 1-20
Zamri Mahamod & Nur Aisyah Mohamad Noor.(2011). Persepsi Guru Tentang Penggunaan Aplikasi Pengajaran Komponen Sastera. GEMA Online™ Journal of Language Studies Volume 11(3).
Refbacks
- There are currently no refbacks.
eISSN : 2550-2131
ISSN : 1675-8021