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An Investigation of Motivated Learning Strategy Use in a WebQuest Classroom

- A Case of University of Technology in Central Taiwan

Advisor: Dr. Po -Yi Hung

Advisee: Shin-Yi Liao

Date: May 25, 2010

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Contents

2

IV. Results

IIV. Conclusions

I. IntroductionII. Literature Review

III. Methodology


Introduction

3

Background of the Study

Statement of the Problem

Purposes of the Study

Research Questions

Significance of the Study

Definition of Terms


Background of the Study The most interesting and important innovation in education in recent years is the widespread introduction of computers into K-12 schools, colleges and universities.

(Zheng, Perez, Williamson, & Flygare, 2008)

4


Background of the Study

If technology is an important part to the future success of our students, it makes sense that it should also be an important part of our instruction.

(Strickland, 2005)

5


Students do not know for what purpose to learn during their learning period, thus, come to have the problem on knowing the ways to successfully achieve the goal.

(Moore, 2004)

6

Statement of the Problem



- to investigate the English learning strategies use by English major students at the college level in a WebQuest environment

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What learning strategies do English major students apply when they are doing the project in a WebQuest environment?




- to examine the relationship between English learning strategies and learning motivation in a WebQuest environment

8

Is there any significance between leaning strategies use and motivation among English major students learning in a WebQuest environment?




- to explore the motivated learning strategies use in English teaching and learning field in a WebQuest environment

9


Significance of the Study

- to offer teachers directions to encourage students and arise students’ learning interests in a WebQuest environment

10


Definition of Terms

WebQuest

“An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet.”

(Dodge, 1995)

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Definition of Terms

12

WebQuest Environment

The participants complet the task by the use of a website to accomplish the final project based on WebQuest Approach.


Literature Review

13

WebQuest Application

Motivated Learning Strategies


Understanding of the student’s learning approaches can benefit the learning efficiency for students.

(Wolfe, Bates, Manikowske, & Amundsen, 2006)

Motivated Learning Strategies

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They use WebQuest to teach literary criticism in a high English classroom.

(Rozema and Robert, 2001)


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Methodology

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Research Design

Procedures of the Study

WebQuest Approach


Procedures of the Course

Learning Strategy immersion


Duration

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50 minutes / a week


Location

Course:Internet Resources for English Teachers

Room: T2-505

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Participants

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Junior Senior Total

Male 1 12 13

Female 8 30 38

Total 9 42 51

Percentage (%) 17.65 82.35 100

Table 1The Distribution of Participants (n = 51)


Criteria

The Learning Object Review Instrument (LORI) is a tool for eliciting ratings and comments from learning resource evaluators.

(Belfer, Leacock, & Nesbit, 2004)

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LORI Manual Version 1.5

Reliability : .70~.90

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(Belfer, Leacock, & Nesbit, 2004)


Zimmer Twins

This website is presented for informational, educational and entertainment purposes.

(Zimmer Twins, 2010)

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2006 Webby Awards

The site has been nominated as a finalist in the 2006 Webby Awards.

(Zinc, 2010)

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Procedures of the Study

24

Test Questionnaire

Conduct studyTrain students

Create project

Collect MSLQ Analyze Date


WebQuest Approach

Unambiguous Process

Related Resources

Clear Tasks

Attractive Introduction

Reflective Conclusion

Standard Criteria

25

(Dodge, 1995)



Offer the Teaching Manual

Provide Links

Create a Story

Introduce Zimmer Twins

Website

Leave Feedbacks

Follow Criteria

26


Procedures of the Course

2week

3-8week

11-12week

13week

9week

10week

1week

Introducing

Practicing

Creating

Evaluating

Revising

Adding

Uploading

27


9 Learning Strategies

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9 strategies immersed in a WebQuest task

a re-doable website allows students to practice1. Rehearsal

cute and vivid pictures to make the project fancy2. Elaboration

a logic setting to complete a whole story3. Organization

a conversational style, content arrangement is needed4. Critical Thinking


Learning Strategy Immersion

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9 strategies immersed in a WebQuest task

Criteria of the story creation for weekly assignment6. Time and Study Management

a scoring project7. Effort Management

a group work in a technology room8. Peer Learning

an instructor and a teacher assistant are provided 9. Help Seeking

5. Meta-cognitive and self-regulation

a project task pushed students to be aware of their doing


Data Collection

Questionnaire Motivated Strategies for Learning Questionnaire - Revised Version (79 items)

Time 30 minutes

Validity 1. Verified Factor Analysis (KMO =.61 - .84)2. Expert Validity

Reliability Cronbach alpha = .96

Measurement 1 2 3 4 5 6 7

(Not at all true of me Very true of me)

30


LMS Online System

31


Data Analysis

32

Pearson Correlation Multiple RegressionDescriptive Statistics

Q1


Q3

What motivated learning strategies used to stimulate learning in a WebQuest environment?

Q2



Results

33

Statistical Results

Discussions

Students’ Perceptions

Final Project Sharing


Results

34

No. Strategy M SD1 Critical thinking 5.57 0.822 Elaboration 5.24 0.863 Help seeking 5.16 1.054 Meta-cognition and self-regulation 5.12 0.855 Time and study management 4.95 0.696 Organization 4.92 1.117 Rehearsal 4.84 1.178 Peer learning 4.73 1.249 Effort 4.13 0.93

Table 2Frequency, Distribution of the Learning Strategy Subscale (n = 51)

What learning strategies do English major students apply when they are doing the project in a WebQuest environment?What learning strategies do English major students apply when they are doing the project in a WebQuest environment?


Discussion

35


Results

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No. Learning Strategy r Sig. (1-tailed)1 Critical thinking .669 .000***2 Elaboration .733 .000***3 Help seeking .294 .018*4 Meta-cognition and self-regulation .686 .000***5 Time and study management .216 .064 6 Organization .420 .001**7 Rehearsal .583 .000***8 Peer learning .500 .000***

Table 3Correlation Between Learning Strategies and Motivation (n = 51)

Is there any significance between leaning strategies use and motivation among English major students learning in a WebQuest environment?Is there any significance between leaning strategies use and motivation among English major students learning in a WebQuest environment?

Note. ***p < .001.


Results

37

No. Learning Strategy T value Sig. (1-tailed)1 Critical thinking .454 .6522 Elaboration 8.209 .000(***)3 Help seeking .362 .7194 Meta-cognition and self-regulation 2.315 .0255 Organization -.171 .8656 Rehearsal .454 .6527 Peer learning -.171 .865

Note. ***p < .001.

Table 4Regression on Learning Strategies and Intrinsic Goal Orientation (n = 51)

If teachers want to increase students’ intrinsic goal orientation, elaboration skill might help.

What motivated learning strategies used to stimulate learning among English major students learning in a WebQuest environment?What motivated learning strategies used to stimulate learning among English major students learning in a WebQuest environment?


Results

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No. Learning Strategy t Sig. (1-tailed)1 Critical thinking 1.546 .1292 Elaboration .119 .9063 Help seeking 1.231 .2244 Meta-cognition and self-regulation 5.375 .000(***)5 Organization .520 .6066 Rehearsal 1.098 .2787 Peer learning 1.079 .286

Table 5Regression on Learning Strategies and Extrinsic Goal Orientation (n = 51)

If teachers want to increase students’ extrinsic goal orientation, meta-cognition and self-regulation skill might help.

Note. ***p < .001.


Results

39

No. Learning Strategy t Sig. (1-tailed)1 Critical thinking .989 .3272 Elaboration 7.301 .000(***)3 Help seeking -1.881 .0664 Meta-cognition and self-regulation 1.439 .1575 Organization -2.189 .0346 Rehearsal -.151 .8817 Peer learning -.446 .658

Table 6Regression on Learning Strategies and Task Value (n = 51)

If teachers want to increase students’ task value, elaboration skill might help.

Note. ***p < .001.


Results

40

No. Learning Strategy T value Sig. (1-tailed)1 Critical thinking 1.235 .2232 Elaboration 4.908 .000(***)3 Help seeking -2.370 .0224 Meta-cognition and self-regulation .588 .5595 Organization -1.723 .0926 Rehearsal -.608 .5467 Peer learning 3.598 .001(***)

Table 7Regression on Learning Strategies and Learning Beliefs (n = 51)

If teachers want to increase students’ learning beliefs, elaboration, and peer learning might help.

Note. ***p < .001.


Results

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No. Learning Strategy T value Sig. (1-tailed)1 Critical thinking 5.262 .000(***)2 Elaboration 2.004 .0513 Help seeking -1.105 .2754 Meta-cognition and self-regulation .124 .2205 Organization -.225 .8236 Rehearsal -.277 .7837 Peer learning .706 .483

Table 8Regression on Learning Strategies and Self-efficacy for learning and performance (n = 51)

If teachers want to increase students’ self-efficacy, critical thinking skill might help.

Note. ***p < .001.


Results

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No. Learning Strategy T value Sig. (1-tailed)1 Critical thinking -.610 .5442 Elaboration -.165 .8693 Help seeking -1.366 .1784 Meta-cognition and self-regulation -1.056 .2965 Organization -.146 .8856 Rehearsal 2.710 .009(**)7 Peer learning .139 .890

Table 9Regression on Learning Strategies and Anxiety (n = 51)

If teachers want to decrease students’ anxiety, rehearsal skill might help.

Note. **p < .01.


Results

43

What are the English major students’ perceptions of learning when they are doing the project in a WebQuest environment?What are the English major students’ perceptions of learning when they are doing the project in a WebQuest environment?

Figure 1. Distribution of task-taking attitudes (n = 51).

84.31%

15.69%


Comments

44

A comment from documents reveals students‘ learning attitude on the project which holds the postive perception states that:

Student AStudent A

It’s really an interesting website! Not only for children, but adults must love it, too.

Student BStudent B

In this website, I can make movie by myself. It is so cool for me.


Comments

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Comments from documents reveal students‘ learning attitude on facing the diffculties when completing the project states that:

Student CStudent C

Sometimes, I cannot find the pictures in that I want to put in my film, so I have to change my ideas, it’s really bad.

Student DStudent D

Sometimes when I couldn’t find the action or facial expression, I’ll get angry!!!


Final Project Sharing

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Conclusions

Summary

Limitations

Suggestions

47


Summary

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1. WebQuest is one of the way to train students’ critical thinking.

2. Different strategies used could stimulate different motivation

to learn.


Limitations

49

1. Limited sample size

2. Limited in one class

3. Limited in a technological environment


Suggestions

50


Thank You for Your Attention.

final

Education

english learning strategies

learning motivation

learning field

learning efficiency

learning period

webquest classroom

webquest task criteria

study statement