본문 바로가기
KERD
논문KCI 등재

Exploring the Effects of EdTech on Intrinsic Motivation, Extrinsic Motivation, and Self-Efficacy in EFL Speaking Classes

1

조회

0

다운로드

0

인용

0

참고문헌

키워드

주제분류영어와문학

초록

This study examines the impact of Educational Technology (EdTech) on intrinsic motivation, extrinsic motivation, and self-efficacy in EFL speaking classes. A total of 108 students (52 control, 56 experimental) enrolled in beginner-level English conversation classes at a Korean university participated in the study, using the Motivated Strategies for Learning Questionnaire (MSLQ). Paired sample t-tests revealed significant improvements in intrinsic motivation and self-efficacy within the experimental group, while extrinsic motivation remained stable. In contrast, the control group showed a significant decline in extrinsic motivation, while changes in intrinsic motivation and self-efficacy were not statistically significant, with a slight increase in intrinsic motivation and a slight decrease in self-efficacy. ANCOVA confirmed that the experimental group demonstrated statistically significant gains in intrinsic motivation, extrinsic motivation, and self-efficacy compared to the control group. These results highlight the potential of EdTech in enhancing student motivation and self-efficacy, with suggestions for future research on its long-term effects.

Abstract

This study examines the impact of Educational Technology (EdTech) on intrinsic motivation, extrinsic motivation, and self-efficacy in EFL speaking classes. A total of 108 students (52 control, 56 experimental) enrolled in beginner-level English conversation classes at a Korean university participated in the study, using the Motivated Strategies for Learning Questionnaire (MSLQ). Paired sample t-tests revealed significant improvements in intrinsic motivation and self-efficacy within the experimental group, while extrinsic motivation remained stable. In contrast, the control group showed a significant decline in extrinsic motivation, while changes in intrinsic motivation and self-efficacy were not statistically significant, with a slight increase in intrinsic motivation and a slight decrease in self-efficacy. ANCOVA confirmed that the experimental group demonstrated statistically significant gains in intrinsic motivation, extrinsic motivation, and self-efficacy compared to the control group. These results highlight the potential of EdTech in enhancing student motivation and self-efficacy, with suggestions for future research on its long-term effects.

참고문헌 (50)

  1. Afzal, H. A, "A study of university students’ motivation and its relationship with their academic performance", International Journal of Business and Management, 5(4), pp.80~88 (2010)[DOI]
  2. Alghasab, M. B., "Flipping the writing classroom : Focusing on the pedagogical benefits and EFL learners' perceptions", English Language Teaching, 13(4), pp.28~40 (2020)
  3. Al-Khasawneh, F. M., "Motivations towards learning English : The case of Jordanian gifted students", International Journal of Education, 7(2), pp.306~321 (2015)
  4. Andreou, E., "The relationship of academic and social cognition to behaviour in bullying situations among Greek primary school children", Educational Psychology, 24(1), pp.27~41 (2004)
  5. Azmi, N., "The benefits of using ICT in the EFL classroom : From perceived utility to potential challenges", Journal of Educational and Social Research, 7(1), pp.111~118 (2017)
  6. Balaman, S., "A study on the impacts of digital storytelling on EFL learners' self-efficacy and attitudes toward education technologies", International Online Journal of Education and Teaching, 7(1), pp.289~311 (2020)
  7. Bandura, A, "Social foundations of thought and action: A social cognitive theory" (1986), Prentice Hall
  8. Berenji, S., "Technology-mediated instruction and its effect on cognitive scaffolding, motivation, and academic performance in an EFL context", Journal of English Language Pedagogy and Practice, 10(21), pp.72~96 (2017)
  9. Bester, G., "The effect of technology on learner attention and achievement in the classroom", South African Journal of Education, 33(2), pp.1~15 (2013)
  10. Brophy, J, "Motivating students to learn" (2010), Routledge
  11. Çelik, S., "Teachers' views on digital educational tools in English language learning : Benefits and challenges in the Turkish context", Tesl-Ej, 18(2) (2014)
  12. Chen, K. C., "Motivation in online learning : Testing a model of self-determination theory", Computers in Human Behavior, 26(4), pp.741~752 (2010)
  13. Duncan, T. G., "The making of the motivated strategies for learning questionnaire", Educational Psychologist, 40(2), pp.117~128 (2005)
  14. Gopalan, V., "A review of the motivation theories in learning", AIP Conference Proceedings, 1891(1), pp.020043~ (2017), AIP Publishing LLC
  15. Hancock, D. R., "Influencing graduate students' classroom achievement, homework habits and motivation to learn with verbal praise", Educational Research, 44(1), pp.83~95 (2002)
  16. Han, J-T., "A study on personalized online learning systems using adaptive testing methods", Proceedings of the Korean Institute of Electrical Engineers Conference, pp.797~799 (2020)
  17. Han, S-J, "An analysis of Edtech platform structure and functions", Doctor, pp.2021
  18. Harmer, J, "The practice of English language teaching" (2007), Pearson Longman
  19. Hsu, L., "learners’ acceptance of technology in a computer-assisted language learning (CALL) context: The role of intrinsic-extrinsic motivation in English learning", International Journal of Information and Education Technology, 7(9), pp.679~685 (2017)
  20. Hwang, G-H., "The tasks of the national curriculum in the post-COVID era", Curriculum Research, 38(4), pp.83~106 (2020)
  21. Im, C-I., "Analysis of EduTech utilization in teacher training institutions and classification system of EduTech", The Journal of Korean Association of Computer Education, 26(4), pp.77~87 (2023)
  22. Jeno, L. M., "The effect of a mobile-application tool on biology students' motivation and achievement in species identification : A self-determination theory perspective", Computers & Education, 107, pp.1~12 (2017)
  23. Kang, D-H., "Utilization of Edutech for the expansion of reading instruction and learning methods", Journal of Korean Language and Literature, 85, pp.135~162 (2024)
  24. Kim, S-H., "A case study of teaching English poetry through EdTech tools with a learner-centered approach : Focusing on fostering pre-service English teachers' collaborative communication, creative thinking, and digital literacy", Secondary English Education, 17(1), pp.235~253 (2024)
  25. Kong, J. S. L., "The effects of peer intrinsic and extrinsic motivation on MMOG game-based collaborative learning", Information & Management, 49(1), pp.1~9 (2012)
  26. Lei, S. A., "Intrinsic and extrinsic motivation : Evaluating benefits and drawbacks from college instructors' perspectives", Journal of Instructional Psychology, 37(2), pp.153~161 (2010)
  27. Liao, C. W., "The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment", Computers & Education, 133, pp.43~55 (2019)
  28. Lin, Y. J., "Using virtual reality to facilitate learners’ creative self-efficacy and intrinsic motivation in an EFL classroom", Education and Information Technologies, 26(4), pp.4487~4505 (2021)
  29. Lian, J., "Modelling the relationship between Chinese university students’ authentic language learning and their English self-efficacy during the COVID-19 pandemic", The Asia-Pacific Education Researcher, 30(3), pp.217~228 (2021)
  30. López-Fernández, D., "Motivational impact of active learning methods in aerospace engineering students", Acta Astronautica, 165, pp.344~354 (2019)
  31. Miltiadou, M., "Computer-mediated communication in the online classroom", International Journal of Educational Telecommunications, 7(4), pp.407~419 (2001)
  32. Peechapol, C., "An exploration of factors influencing self-efficacy in online learning : A systematic review", International Journal of Emerging Technologies in Learning(Online), 13(9), pp.64~86 (2018)[DOI]
  33. Peng, R., "The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment", Australasian Journal of Educational Technology, 37(6), pp.61~74 (2021)
  34. Pintrich, P. R, "A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ)", National Center for Research to Improve Postsecondary Teaching and Learning, ~ (1991)
  35. Rassaei, E, "Video chat vs. face-to-face recasts, learners’ interpretations and L2 development: A case of Persian EFL learners", Computer Assisted Language Learning, 30(1-2), pp.133~148 (2017)
  36. Rogstadius, J., "An assessment of intrinsic and extrinsic motivation on task performance in crowdsourcing markets", Proceedings of the International AAAI Conference on Web and Social Media, 5(1), pp.321~328 (2011)
  37. Seibert, D. C, "Effects of engagement principles in a video teleconferencing environment on the development of knowledge, motivation and clinical expertise", Doctor, pp.2002
  38. Su, Y., "Examining the relationship between English language learners’ online self-regulation and their self-efficacy", Australasian Journal of Educational Technology, 34(3), pp.105~121 (2018)
  39. Tavakoli, H., "Effects of CALL-mediated TBLT on motivation for L2 reading", Cogent Education, 6(1), pp.1580916~ (2019)
  40. Tavakoli, H., "Effects of CALL-mediated TBLT on self-efficacy for reading among Iranian university non-English major EFL students", International Journal of Foreign Language Teaching & Research, 4(26), pp.85~101 (2019)
  41. Thomson, P, "Personality and motivation" (2017), Academic Press
  42. Tran, T. Q., "The use of Edtech apps in English language learning : EFL learners’ perspectives", Theory and Practice in Language Studies, 13(5), pp.1115~1123 (2023)
  43. Wall, J., "Resourcing for curriculum innovation" (2010), ACER Press
  44. Wei, Z., "The role of mobile and computer-assisted learning in motivating EFL learners", Language Learning Technology Review, 14(3), pp.201~216 (2022)
  45. Wormington, S. V., "A person-centered investigation of academic motivation and its correlates in high school", Learning and Individual Differences, 22(4), pp.429~438 (2012)
  46. Wu, E., "Examining the impact of online labeling on tutoring behavior and its effect on the English learning and motivation of low-achieving university students", Computer Assisted Language Learning, 29(2), pp.316~333 (2016)
  47. Yardimci, F., "A study of the relationship between the study process, motivation resources, and motivation problems of nursing students in different educational systems", Nurse Education Today, 48, pp.13~18 (2017)
  48. Yeo, Y., "Shaping the innovation policy in the post-COVID era : Focusing on building creative learning capabilities", Journal of Technology Innovation, 28(4), pp.151~163 (2020)
  49. Yoon, S. B., "LMS-based edutech teaching and learning platform model design study", Journal of Digital Convergence, 19(10), pp.29~38 (2021)
  50. Zhang, X., "The evolving relationship between self-efficacy and technology in education", Journal of Educational Research, 44(2), pp.233~249 (2022)

관련 논문AI추천

이 간행물의 다른 논문 (7건)