Motivational Value of Mobile-Based Communicative Tasks as Coursebook Supplements
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This study explores the perceptions of Korean EFL college students regarding the motivational value of a commonly-used, English-language mobile application as a language learning tool and coursebook supplement. The tasks were designed according to SMART learning pedagogy (MEST, 2011), requiring learners to work collaboratively and to communicate about their findings. The tasks were designed specifically to expand upon the content presented in the coursebook by providing learners with access to authentic content that is highly relevant to their major of study. The motivational value of the mobile application and the coursebook are assessed using Keller’s (1987) ARCS (Attention, Relevance, Confidence, Satisfaction) motivational model. Although the results did not reveal statistically different results between the two learning tools, student comments provide additional insight as to how mobile application based tasks can help to motivate learners who are less motivated by the traditional coursebook materials. The results suggest that the opportunity to explore authentic forms of English which are of personal interest may provide learners with increased levels of interest and confidence in their English abilities. Motivational value aside, the students expressed rather overwhelmingly a desire for coursebook supplementation.
Abstract
This study explores the perceptions of Korean EFL college students regarding the motivational value of a commonly-used, English-language mobile application as a language learning tool and coursebook supplement. The tasks were designed according to SMART learning pedagogy (MEST, 2011), requiring learners to work collaboratively and to communicate about their findings. The tasks were designed specifically to expand upon the content presented in the coursebook by providing learners with access to authentic content that is highly relevant to their major of study. The motivational value of the mobile application and the coursebook are assessed using Keller’s (1987) ARCS (Attention, Relevance, Confidence, Satisfaction) motivational model. Although the results did not reveal statistically different results between the two learning tools, student comments provide additional insight as to how mobile application based tasks can help to motivate learners who are less motivated by the traditional coursebook materials. The results suggest that the opportunity to explore authentic forms of English which are of personal interest may provide learners with increased levels of interest and confidence in their English abilities. Motivational value aside, the students expressed rather overwhelmingly a desire for coursebook supplementation.
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