Using a Tablet Computer for EFL Positive Self-Review: Increases in Self-Determination Theory-Based Learning Motives
DOI:
https://doi.org/10.1558/cj.32185Keywords:
CALL, EFL, motivation, PSR, self-determination theory, tablet computerAbstract
This article provides the results of a small exploratory pilot study that tested for the influence of a positive self-review intervention of the successful production of English via a tablet computer on Japanese junior high school students’ EFL motives. The Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales survey was administered via a self-report measure before and after the intervention to an experimental and control group (N = 18). The students who were recorded successfully speaking in English (n = 9), including those who had PSR, report a higher level for Introjected Regulation (p < .05), Identified Regulation (Ideal L2 Self items; p < .10), and a higher level for the Intrinsic Motivation for Knowledge, Stimulation, and Accomplishment (p < .01) compared with the control group. These results indicate that positive self-review of the successful production of EFL via a tablet computer may bolster student self-determined EFL motives.
References
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Yashima, T. (2000). Orientations and motivation in foreign language learning: A study of Japanese college students. JACET Bulletin, 31, 121–133.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86(1), 55–66. https://doi.org/10.1111/1540-4781.00136
Yashima, T., Noels, K., Shizuka, T., Takeuchi, O., Yamane, S., & Yoshizawa, K. (2009). The interplay of classroom anxiety, intrinsic motivation, and gender in the Japanese EFL context. Journal of Foreign Language Education and Research, 17, 41–64.
Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119–152. https://doi.org/10.1111/j.1467-9922.2004.00250.x
Cohen, J. (1992b). Statistical power analysis. Current Directions in Psychological Science, 1(3), 98–101. https://doi.org/10.1111/1467-8721.ep10768783
Deci, E. L., & Flaste, R. (1996). Why we do what we do: Understanding self-motivation. New York: Penguin.
Deci, E., Vallerand, R., Pelletier, L., & Ryan, R. (1991). Motivation and education: The self-determination perspective. Educational Psychologist, 26(3), 325–346.https://doi.org/10.1207/s15326985ep2603&4_6
Dörnyei, Z. (2001). New themes and approaches in L2 motivation research. Annual Review of Applied Linguistics, 21, 43–59. https://doi.org/10.1017/s0267190501000034
Dowrick, P. W. (1976). Self-modeling: A videotape technique for disturbed and disabled children (Unpublished doctoral dissertation). University of Auckland, New Zealand.
Dowrick, P. W. (1977). Videotape replay as observational learning from oneself. Unpublished manuscript, University of Auckland.
Dowrick, P. W. (1991). Practical guide to using video in the behavioral sciences. New York: Wiley Interscience.
Dowrick, P. W. (1999). A review of self-modeling and related interventions. Applied and Preventive Psychology, 8, 23–39. https://doi.org/10.1016/s0962-1849(99)80009-2
Dowrick, P. W., Kim-Rupnow, W. S., & Power, T. J. (2006). Video feedforward for reading. The Journal of Special Education, 39(4), 194–207. https://doi.org/10.1177/00224669060390040101
Fukada, Y., Fukuda, T., Falout, J., & Murphey, T. (2011). Increasing motivation with possible selves. In A. Stewart (Ed.), JALT2010 Conference Proceedings (pp. 337–349). Tokyo: JALT.
Hiromori, T. (2006). The effects of educational intervention on L2 learners’ motivational development. JACET Bulletin, 43, 1–14.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969. https://doi.org/10.1037/0003-066X.41.9.954
Montgomerie, R., Little, S. G., & Akin-Little, A. (2014). Video self-modeling as an intervention for oral reading fluency. New Zealand Journal of Psychology, 43(1), 18–27.
Morris, S. B. (2008). Estimating effect sizes from the pretest-posttest-control group designs. Organizational Research Methods, 11(2), 64–86. https://doi.org/10.1177/1094428106291059
Nakahira, S., Yashima, T., & Maekawa, Y. (2010). Relationships among motivation, psychological needs, FL WTC, and Can-Do statements of English language learning based on self-determination theory: Preliminary study of non-English-major junior college students in Japan. JACET Kansai Journal, 12, 44–55.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teacher communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83(1), 23–34. https://doi.org/10.1111/0026-7902.00003
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53(S1), 53–64. https://doi.org/10.1111/1467-9922.53223
Ockert, D. (2013, June). Apples and Hippos: The positive results of a video intervention on student confidence and WTC. Paper presented at the JALT CALL 2013 conference, Best Practices, held in Matsumoto, Japan, May 31–June 2.
Ockert, D. (2014a). Exploring iPad videoing and viewing with JHS English learners. PeerSpectives Online: An Exploratory Learning & Teaching Publication, 13, 17–21.
Ockert, D. (2014b). The influence of technology in the classroom: An analysis of an iPad and video intervention on JHS students’ confidence, anxiety, and FL WTC. The JALT CALL Journal, 10(1), 49–68.
Ockert, D. (2015). Using a tablet computer for positive self-review: Influence on students’ EFL motives. Accents Asia, 8(1), 22–26.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research and applications (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Psychometrica. (2017). Effect size for mean differences of groups with unequal sample size within a pre-post-control design [Software]. Available from http://www.psychometrica.de/effect_size.html - dep
Reinders, H., & Wattana, S. (2011). Learn English or die: The effects of digital games on interaction and willingness to communicate in a foreign language. Digital Culture and Education, 3(1), 4–28.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020
Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 120–143). Bristol: Multilingual Matters.
Soper, D. S. (2016a). Effect size (Cohen’s d) calculator for a student t-test [Software]. Available from http://www.danielsoper.com/statcalc
Soper, D. S. (2016b). Post-hoc statistical power calculator for a student t-test [Software]. Available from http://www.danielsoper.com/statcalc
Stockwell, G. (2013). Technology and motivation in English-language teaching and learning. In E. Ushioda (Ed.), International perspectives in motivation: Language learning and professional challenges (pp. 156–175). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137000873_9
Ushioda, E. (2006). Language motivation in a reconfigured Europe: Access, identity, autonomy. Journal of Multilingual & Multicultural Development, 27(2), 148–161. https://doi.org/10.1080/01434630608668545
Ushioda, E. (2013). Motivation matters in mobile language learning: A brief commentary. Language Learning & Technology, 17(3), 1–5. Retrieved from: http://llt.msu.edu/issues/october2013/commentary.pdf
Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In M. P. Zanna (Ed.), Advances in experimental social psychology (pp. 271–360). New York: Academic Press. https://doi.org/10.1016/S0065-2601(08)60019-2
Video Futures Project. (n.d.). www.creating-futures.org. Retrieved from: http://www.uaa.alaska.edu/centerforhumandevelopment/videofutures/upload/Video-Futures-Project-2.pdf
Yashima, T. (2000). Orientations and motivation in foreign language learning: A study of Japanese college students. JACET Bulletin, 31, 121–133.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. Modern Language Journal, 86(1), 55–66. https://doi.org/10.1111/1540-4781.00136
Yashima, T., Noels, K., Shizuka, T., Takeuchi, O., Yamane, S., & Yoshizawa, K. (2009). The interplay of classroom anxiety, intrinsic motivation, and gender in the Japanese EFL context. Journal of Foreign Language Education and Research, 17, 41–64.
Yashima, T., Zenuk-Nishide, L., & Shimizu, K. (2004). The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning, 54(1), 119–152. https://doi.org/10.1111/j.1467-9922.2004.00250.x
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2018-05-15
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How to Cite
Ockert, D. (2018). Using a Tablet Computer for EFL Positive Self-Review: Increases in Self-Determination Theory-Based Learning Motives. CALICO Journal, 35(2), 182-199. https://doi.org/10.1558/cj.32185
