home background, technology and self- related motivation to learn english martin lamb university of...
TRANSCRIPT
![Page 1: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/1.jpg)
HOME BACKGROUND, TECHNOLOGY AND
SELF-RELATED MOTIVATION TO LEARN ENGLISH
Martin LambUniversity of Leeds
![Page 2: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/2.jpg)
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)
![Page 3: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/3.jpg)
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
![Page 4: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/4.jpg)
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)
![Page 5: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/5.jpg)
Junior high school (JHS)13, Jambi district
![Page 6: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/6.jpg)
JHS 14 Bandung, Java
![Page 7: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/7.jpg)
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
![Page 8: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/8.jpg)
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
![Page 9: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/9.jpg)
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
![Page 10: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/10.jpg)
SOME PRELIMINARY RESULTS Generally positive attitudes towards
English and learning process
Scales Sample Mean SD F p Sequence
Ideal L2 self Metropolitan 5.21 .49 16.6 .000 3 < 1, 2
Urban 5.25 .46
Rural 4.95 .63
Ought-to L2 self /family values
Metropolitan 5.16 .55 25.0 .000 3 < 1 < 2
Urban 5.31 .51
Rural 4.89 .65
![Page 11: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/11.jpg)
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
![Page 12: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/12.jpg)
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
100
150
200
250
300
350
![Page 13: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/13.jpg)
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 r
Ought-to L2 self /family values .251*
Ideal L2 Self .231*
International Posture .173*
Learning English outside of school .172*
*p < .000
![Page 14: HOME BACKGROUND, TECHNOLOGY AND SELF- RELATED MOTIVATION TO LEARN ENGLISH Martin Lamb University of Leeds](https://reader033.vdocuments.us/reader033/viewer/2022051401/56649cab5503460f9496b9b8/html5/thumbnails/14.jpg)
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?