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HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds.

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Presentation on theme: "HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds."— Presentation transcript:

1 HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds

2 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)

3 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

4 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)

5 Junior high school (JHS)13, Jambi district

6 JHS 14 Bandung, Java

7 METHOD QUESTIONNAIRE  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

8 SAMPLE  Translated into Indonesian, piloted twice  Administered by myself and assistants SchoolsN Bandung – JHS 14 (4 classes)153 Jambi – JHS7 (6 classes)205 Outside Jambi (3 different JHS, 8 classes)169

9 SOME PRELIMINARY RESULTS  Depressed reliability coefficients for some scales (  in range )  Ought-to L2 Self scale particularly unreliable, but when combined with ‘family influence’  =.725

10 SOME PRELIMINARY RESULTS  Generally positive attitudes towards English and learning process ScalesSampleMeanSDFpSequence Ideal L2 selfMetropolitan < 1, 2 Urban Rural Ought-to L2 self /family values Metropolitan < 1 < 2 Urban Rural

11 SOME PRELIMINARY RESULTS VariableBSE Bbeta Learning experience out of school * Learning experience in school * Ideal L2 self * Anxiety * R2R2.57  Ideal L2 Self does contribute to ‘motivated learning behaviour’, but not as much as ‘learning experience’ *p <.000

12 ICT SKILLS  How well can you use a computer (for /internet)? [0 = no ability, 1 = some ability, 2 = able]  Strong effect for region (Chi sq, x 2 = 269.8, p <.000)

13 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) variabler Ought-to L2 self /family values.251* Ideal L2 Self.231* International Posture.173* Learning English outside of school.172* *p <.000

14 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 Blackberry TM ?


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