HOME BACKGROUND, TECHNOLOGY AND SELF-RELATED MOTIVATION TO LEARN ENGLISH
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Transcript of HOME BACKGROUND, TECHNOLOGY AND SELF-RELATED MOTIVATION TO LEARN ENGLISH
HOME BACKGROUND, TECHNOLOGY AND
SELF-RELATED MOTIVATION TO LEARN ENGLISH
Martin LambUniversity of Leeds
RECENT DEVELOPMENTS IN L2 MOTIVATION THEORY
L2 motivational self-system (Dörnyei, 2009) Ideal L2 Self Ought-to L2 Self Learning Experience
Role of technology in L2 motivation Provides instrumental motive for learning?
(Ought-to L2 self) Part of vision of future self? (Ideal L2 Self) Important means of learning? (Learning
Experience)
L2 MOTIVATIONAL SELF-SYSTEM
EMPIRICAL FINDINGS SO FAR Ideal L2 Self contributes strongly to motivated
learning behaviour (e.g. Ryan 2009; Csizér & Kormos, 2009; Taguchi et al., 2009)
Instrumentality can be divided into ‘promotion’ (correlating with Ideal L2 Self) and ‘prevention’ (correlating with Ought-to L2 Self)
BUT Role of Ought-to L2 Self still unclear No research yet with learners before senior high
school No research yet about emergence of Ideal L2 Selves
RESEARCH QUESTIONS
How well does the L2 Motivational Self-System model represent the motivation of Indonesian teenagers to learn English in three distinct educational settings (metropolitan, urban, rural), and does it predict proficiency (as measured in c-test)?
Is there systematic variation in the L2 self-guides of the three settings?
What aspects of sociocultural milieu contribute to the growth of Ideal L2 Selves in the rural setting? (Phase 2)
Junior high school (JHS)13, Jambi district
JHS 14 Bandung, Java
METHODQUESTIONNAIRE 50-item instrument using 6-point Likert
Scale, targeting 11 different constructs 1 criterion measure (‘motivated learning
behaviour’), 2 self-related constructs, 5 attitudinal (e.g. learning experience, international posture) and 3 scales measuring influence of milieu (family, peers, teachers)
Items borrowed/adapted from Dörnyei's own item pool
SAMPLE Translated into Indonesian, piloted twice Administered by myself and assistants
Schools N
Bandung – JHS 14 (4 classes) 153
Jambi – JHS7 (6 classes) 205
Outside Jambi (3 different JHS, 8 classes) 169
SOME PRELIMINARY RESULTS Depressed reliability coefficients for some
scales ( in range 0.6 - 0.7) Ought-to L2 Self scale particularly
unreliable, but when combined with ‘family influence’ = .725
SOME PRELIMINARY RESULTS Generally positive attitudes towards
English and learning processScales Sample Mean SD F p Sequence
Ideal L2 self Metropolitan 5.21 .49 16.6 .000 3 < 1, 2Urban 5.25 .46Rural 4.95 .63
Ought-to L2 self /family values
Metropolitan 5.16 .55 25.0 .000 3 < 1 < 2
Urban 5.31 .51Rural 4.89 .65
SOME PRELIMINARY RESULTS
Variable B SE B beta
Learning experience out of school .40 .04 .31*Learning experience in school .26 .05 .25*Ideal L2 self .18 .05 .17*Anxiety -.15 .03 -.17*R2 .57
Ideal L2 Self does contribute to ‘motivated learning behaviour’, but not as much as ‘learning experience’
*p < .000
ICT SKILLS How well can you use a computer (for
email/internet)?
[0 = no ability, 1 = some ability, 2 = able]
Strong effect for region (Chi sq, x2 = 269.8, p < .000)
0 1 20
50
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ICT SKILLS Controlling for region, computer skills
showed mild correlation with 4 variables:
High correlation with English proficiency (r = .541, p<.000), but controlling for region it is much lower (r = .202, p<.000)
variable rOught-to L2 self /family values .251*Ideal L2 Self .231*International Posture .173*Learning English outside of school .172**p < .000
AN INCIDENT IN JHS 8, BATANGHARI VILLAGE Mobiles phones in the classroom Extract from Indonesian teenagers
messaging on facebook: “:) bawaan ngantuk, jd last word x th terlewatkan ynk. :) when u'll back to home town?”
‘Truncated repertoires’ (Blommaert, 2010) English as a BlackberryTM?