A Study on Student Motivation in Computer Assisted Language Learning

【摘要】本文通過實(shí)證研究CALL模式下學(xué)習(xí)者學(xué)習(xí)動機(jī)，探討計算機(jī)輔助語言學(xué)習(xí)的有效性與學(xué)習(xí)者學(xué)習(xí)動機(jī)之間的相互關(guān)系，進(jìn)而提出基于師生雙方的提高學(xué)習(xí)自主性及學(xué)習(xí)效率的策略。

【關(guān)鍵詞】計算機(jī)輔助語言學(xué)習(xí)；學(xué)習(xí)動機(jī)；自主性

【Abstract】By assessing students’ motivation in CALL， the author seeks to analyze the contributing factors in effective language learning. In addition， the author proposes possible solutions concerning both students and teachers. Strategies are offered to facilitate teaching and learning and improve learning efficiency and autonomy.

【Key words】Computer assisted language learning （CALL）； Motivation； Autonomy

【作者簡介】馮勇（1979.10-），男，內(nèi)蒙古呼和浩特人，內(nèi)蒙古工業(yè)大學(xué)外國語學(xué)院，碩士研究生，講師，研究方向：應(yīng)用語言學(xué)。

I. Introduction

Computer assisted language learning has increasingly become an indispensable part of the language learning process. However， there are many specific obstacles or barriers to effective learning in CALL. Language teachers may have the awareness that motivation plays an important part in second language learning.

Gardner pointed out that both language aptitude and motivation were relevant to achievement in language learning. According to Gardner， motivation is “complex of factors” including the desire to achieve a goal， effort expended on that direction， and reinforcement or satisfaction associated with the act of learning. It shows the autonomy of the motivated learners’ participation in CALL.

II. Research Design

The present study aims to identify a mixture of motivation among language learners. With this concern in mind， the major objective of conducting the research is to find out language learners’ autonomous learning attitudes and perceptions under CALL environment. As the beginning of the study， a hundred questionnaires were distributed to sophomores with non-English majors. The result indicates that motivation， as a major factor in learning， can be of great effect in learning efficiency and autonomy in CALL environment.

III. Findings and Discussions

The findings provided some evidence that motivated students studied more productively and each teacher implemented affecting students’ motivation and attitudes toward learning in CALL context. The findings reinforced the importance of students’ motivation and attitudes in language learning and the continuing significant role of the teacher in CALL.

According to Pintrich （2003）， three components are included in motivation. One component is expectancy， referring to students’ beliefs about their ability to perform a task. For the current study， it is perceived that the web-based CALL program do not provide students with enough passion to learn.

Technology can be a contributing factor which promotes autonomous learning. However， with low self-motivation， tremendous amount of resources and new approach to learning can be a great challenge to students. Students who are poorly motivated could not successfully monitor their learning process and are not able to personalize their learning goals to achieve success in their study. Gradually， they will soon become disappointed or even frustrated.

In order to increase learner’s intrinsic motivation in CALL， the first thing to do is to arouse students’ interest. It is of great importance to develop both learning motivation and awareness of effective strategy. Systematic training can be effective in that learners are learning in a clear guidance.

IV. Conclusion and Implications

The study shows that a majority of learners believe that autonomous learning under CALL environment is beneficial to them while technical anxiety and affective barriers are almost inevitable. Students are likely to encounter several affective barriers in learning， considering passing examinations， being afraid of losing face and so on. All these factors may result to change of motivation level.

Facing technical anxiety， students feel a state of tension under this learning environment. They are not able to take the responsibility of their learning process. Therefore， CALL environment should be built with the assumption that each individual learner’s preference is concerned. Strategies can only be as effective when an individual teacher makes continuing connection to the curriculum and students’ knowledge of the language.

References：

[1]Macintyre P.D.，Gardner R.C.Methods and Results in the Study of Anxiety and Language Learning：A Review of the Literature， Language Learning，2006，41（1）：85-117.