2. Definition Title: Motivation and Attitude toward Integrated Instruction through Technology in College-level EFL Reading and Writing in Taiwan Integrated instruction through technology Motivation Attitude

3. Problem Reading class lacks high order thinking activities English literacy abilities are unacceptable and teaching approach is ineffective Writing class lacks enough background knowledge Integrating technology into curriculum successfully needs high motivation and positive attitudes

4. Purposes Examine the attitude and motivation of both teachers and students toward IITT (Integrated Instruction through Technology). Identify the relationship between teachers’ and students’ technological knowledge and environment, and their willingness toward IITT. Investigate the extent of the ways teachers and students are using technology currently.

5. Significance Few studies focus on the integration of reading and writing skills To find potential issues regarding the use of CALL To find effective ways to strengthen students’ English literacy A new teaching approach and a new trend

6. Theoretical framework Theory of CALL (computer-assisted language learning) Constructivism Comprehensible input Comprehensible output Theory of integrated instruction Psychological: Similarity, reciprocity, and schemata Pedagogical: Whole language approach Sociological: Social interaction

7. Framework of the Questionnaire Motivation Attitude (Will) Practice Achievement Knowledge Environment Experience Figure 1. The conceptual Model of the questionnaire

8. Methodology Survey: Cross-sectional design Sample Convenience sampling 3 schools: One military academy, one private university, and one public university 40 freshmen and 10 English teachers in each school

9. Results and Discussion RQ 1&2: Students’ and teachers’ motivation and attitude toward IITT

10. Results and Discussion (I-2)

11. Results and Discussion (I-3) Discussion  II is a new trend and CALL is a new teaching approach.  II helps to promote literacy.  CALL can provide authentic information, lower learner’s anxiety, and meet different learning styles.  CALL has the potential to meet different teaching approaches.

12. Results and Discussion (II-1) RQ 3: Relationships between either students’ or teachers’ technological knowledge and their willingness to enroll in or teach a class using IITT. Means, Standard Deviations and T test for Technological Knowledge by Willingness Willingness nMeanSD t p Students Yes No 111 9 3.52 3.44 0.66 0.49.35.73 Teachers Yes No 18 12 3.50 3.05 0.88 0.57 1.55.13

13. Results and Discussion (II-2) Discussion Computer technology is much more humanized than in the past. People with basic skills and knowledge can easily operate a computer.

14. Results and Discussion (III-1) RQ 4: To what extent do students/teachers use technology for learning/ teaching ERW?

15. Results and Discussion (III-2)

16. Results and Discussion (III-3)

17. Results and Discussion (III-4)

18. Results and Discussion (III-5) Discussion Both students and teachers lack experience using technology for learning or teaching ERW. Even though they use technology for CALL, they often apply technology in low-level thinking activities, instead of high-level thinking activities. This is consistent with the worries from some educators about the influences of technology on learners’ literacy.

19. Results and Discussion (IV-1) RQ 5: The relationships among students’ attitudes and English grades and their use of technology for learning ERW.

20. Results and Discussion (IV-2) Discussion The more students use technology for learning ERW, the higher their English grades would be. Students may have low English grades but have high positive attitudes. Students may have little experience using CALL, but have high positive attitudes.

21. Conclusion (I) Both the college students and teachers have high motivation and positive attitudes toward IITT, but they lack experience practicing it. Integrated instruction is a beneficial teaching approach for ERW. Computer technology is an effective tool to strengthen foreign language teaching and learning. Constructivism is the most popular learning theory of CALL.

22. Conclusion (II) The study can contribute to foreign language education in the following ways: 1) Creating a better understanding of both teachers’ and students’ perspectives toward IITT. 2) Exploring the theories of using technology in teaching ERW. 3) Exploring applications of CALL in reading and writing. 4) Providing valid and reliable instruments. 5) Providing a conceptual model for designing a related questionnaire. 6) Providing pedagogical suggestions for students, educators, and administrators.

23. Thank You for Your Attention The End