Lamb, M orcid.org/0000-0003-2899-6877 and Arisandy, FE (2020) The impact of online use of English on motivation to learn. Computer Assisted Language Learning, 33 (1-2). pp. 85-108. ISSN 0958-8221
Abstract
Profound changes in the literacy practices of young people in the early part of this century mean that many are encountering and using English in their personal lives while studying the language formally in school or university, potentially shaping their language development and attitudes. This article reports a research project which investigated how metropolitan youth in Indonesia were using English online, how this related to their global motivation to learn English, and in particular how it related to their attitudes to classroom English lessons. A mixed method design included a 56-item survey of students at a leading university (n = 308) and follow up interviews with four participants who showed different profiles of activity and motivation. Levels and type of online activity were broadly in line with findings in other contexts, with students favoring entertainment and self-instruction rather than socially-oriented activity; this correlated broadly with a positive attitude to classroom learning, but cluster analysis showed that some individuals exhibited a different pattern of response which was explored in interview. The article discusses ways in which teachers of learners at lower levels of proficiency, operating under major curriculum constraints, may integrate learners’ online informal learning of English into their classroom practice, and how teacher educators might help them do this.
Metadata
Item Type: | Article |
---|---|
Authors/Creators: |
|
Copyright, Publisher and Additional Information: | © 2018 Informa UK Limited, trading as Taylor & Francis Group. This is an author produced version of a paper published in Computer Assisted Language Learning. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | OILE; CALL; Learning beyond the classroom; Language development; Motivation; Attitudes to formal learning |
Dates: |
|
Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 05 Nov 2018 11:17 |
Last Modified: | 01 Aug 2020 00:38 |
Status: | Published |
Publisher: | Taylor & Francis |
Identification Number: | 10.1080/09588221.2018.1545670 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:138168 |