The Relationship Between EFL Learners’ Motivation

and Learning Strategy in a WebQuest Classroom

- A Case of Chaoyang University of Technology

Advisor: Dr. Po -Yi Hung

Advisee: Shin-Yi Liao
Date: March 31, 2010
CONTENTS

I.
Introducti
on
II. Literature Review

III. Methodology

Here comes your footer 2

INTRODUCTION

Background of the study

Statement of the Problems

Purposes of the study

Research Questions

Here comes your footer 3

 Background of the Study
Computer Science

Information Technology

Learning Learning
Material Management
Development System

(Ting & Tai,

2004)
Here comes your footer 4
 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)

Here comes your footer 5

 Background of the Study

If technology is so 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)

Here comes your footer 6

Page 6
 Background of the Study

WebQuest was designed with the ARCS

(Attention, Relevance, Confidence, and
Satisfaction) motivation model as the
fundamental motivation theory.

(Dodge, 2003)

Here comes your footer 7

 Background of the Study

Many researchers consider motivation as one of

the main elements that determine success in
developing a second or foreign language.

(Oxford & Shearin, 1994)

Here comes your footer 8

 Background of the Study

With motivation being one of the key factors

that determine success in L2 learning, strategies
in motivating language learners should be seen
as an important aspect of the theoretical analysis
of L2 motivation.

(Cheng & Drnyei, 2007)

Here comes your footer 9

Page 9
 Statement of the Problem I

The role and promotion of transfer in multimedia

instructional environments is an oft-neglected
concept in instructional research.

(Doolittle, Hicks, & Mariano, 2008)

Here comes your footer 10

 Statement of the Problem II

Student’s motivation is one of the most actual

problems in the universities.

(Kalganova, 2001)

Here comes your footer 11

 Purposes of the Study

- to investigate the relationship between EFL

learners’ learning motivation and their learning
strategies for college students in a WebQuest
learning environment in Taiwan culture

Here comes your footer 12

 Purposes of the Study

- to examine which factors of learning strategy

will affect EFL learners’ learning motivation in a
WebQuest learning environment in Taiwan
culture

Here comes your footer 13

 Purposes of the Study

- to explore the perspectives of EFL college

learners’ motivation in a WebQuest class in
CYUT through interview, reflections and
rankings.

Here comes your footer 14

 Research Questions

Is there any correlation between EFL learners’

learning motivation and their learning strategies
applied for EFL college learners in a WebQuest
class in CYUT?

There is no correlation between EFL learners’

learning motivation and their learning strategies
applied for EFL college learners in a WebQuest
class in CYUT.
Here comes your footer 15
 Research Questions

Is there any significant factors among learning

strategies affecting motivation of EFL college
learners in a WebQuest class in CYUT?

There is no significant factors among learning

strategies affecting motivation of EFL college
learners in a WebQuest class in CYUT.
Here comes your footer 16
 Research Questions

How do EFL learners perceive their learning

motivation in a WebQuest class for
undergraduate students in CYUT?

Here comes your footer 17

LITERATURE REVIEW

WebQuest

Motivation

Learning Strategy

Here comes your footer 18

 Definition of 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)

Here comes your footer 19

Page 19
 WebQuest

WebQuests are valid in English as Foreign

Language learning when they are employed
to solve a problem.

(Laborda, 2009)

Here comes your footer 20

 Motivation

It is clear that WebQuest can be a very valuable tool

for providing students with many interaction
opportunities in realistic settings, thus making the
learning experience meaningful, experiential, and
very motivating .

(Laborda, 2009)

Here comes your footer 21

 Learning Strategy

Motivation is dynamic and contextually bound and

that learning strategies can be learned and
brought under the control of students.

(Duncan & McKeachie , 2005)

Here comes your footer 22

METHDOLOGY

Procedures of the Study

Research Design

WebQuest Application

Course Design

Data Collection

Data Analysis

Here comes your footer 23

 Procedures of the Study

Analyzing Data

Collecting Data

Conducting Research

Designing Research

Here comes your footer 24

Page 24
 Research Design

Quantitative method Qualitative methods

Documents Artifacts
MSLQ

Interview
Rankings

Here comes your footer 25

 Variables

Independent Dependent
Variable Variable

Learning Strategy Motivation

Here comes your footer 26

 Duration

1 semester / 13 weeks

Mondays
Here comes your footer 27
Page 27
 Location

Course:
Internet Resources for English Teachers

Room:
T2 505

Here comes your footer 28

Page 28
 Participants

Course Optional Course

Grader 3rd / 4th Undergraduate Students
Number of Students Approximately 50

Here comes your footer 29

Page 29
 Criteria

The Learning Object Review Instrument

(LORI) is a tool for eliciting ratings and
comments from learning resource evaluators.

(Belfer, Leacock, & Nesbit, 2004)

Here comes your footer 30

LORI Manual Version 1.5

Reliability : .70~.90

Here comes your footer 31

 Zimmer Twins

This website is presented for informational,

educational and entertainment purposes.

(Zimmer Twins, 2010)

Here comes your footer 32

 2006 Webby Awards

The site has been nominated as a finalist in the

2006 Webby Awards.

(Zinc, 2010)

Here comes your footer 33

 WebQuest Approach

Standard
Unambiguous Evaluation
Process

Reflective
Reachable Conclusion
Resources

Attractive
Clear
Introduction
Tasks

Here comes your footer 34

Page 34
 WebQuest Application

Reach
5 segments / week
Offer the
teaching manual

Leave
Provide the Links Feedbacks

Introduce the
Create a Story Zimmer Twins
Website

Here comes your footer 35

Page 35
 Course Design

1 2 3-8 9 10 11-12 13
week week week week week week week

Introducing Creating Revising Uploading

Operating Evaluating Adding

Here comes your footer 36

Page 36
 Data Collection
Q1 - Quentitative Instrument
Method A. Motivated Strategies of Learning Questionnaire
- Revised Version (Liao, 2009)
Reliability Cronbach alpha = .96

Validity Verified Factor Analysis

(KMO and Bartlett‘s Test > .50)
Time 20 minutes

Measurement
1 2 3 4 5 6 7

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

Here comes your footer 37

Page 37
 MSLQ - Components
Table 1
Components of the MSLQ
PART 1 Motivation Scales # Part 2 Learning Strategy Scales #

1. Intrinsic Goal Orientation 4 1. Rehearsal 4

2. Extrinsic Goal Orientation 4 2. Elaboration 6

3. Task Value 5 3. Organization 4

4. Control of Learning Beliefs 4 4. Critical Thinking 5

5. Self-Efficacy for Learning & 8 5. Metacognitive Self-Regulation 12

Performance
6. Anxiety 5 6. Time / Study Environmental Management 8

7. Effort Regulation 3

8. Peer Learning 3

9. Help Seeking 4

Total numbers of items Total numbers of items 49

30
Here comes your footer
38
MSLQ - Online Sample

Here comes your footer 39

 Data Collection

Q2 - Qualitative Instruments
Method B. Interviews Semi-structured Interview
5 students
20 minutes / each
Method C. Documents Personal Reflections
Method D. Rankings Rankings
Method E. Artifacts Collecting learners’ online Zimmer Twins
artifacts

Here comes your footer 40

Page 40
Interview

Here comes your footer 41

Page 41
Documents / Rankings

Here comes your footer 42

Page 42
 Data Analysis

SPSS 17.0

Quantitative Research Quantitative Research

Is there any correlation between Is there any significant factors

EFL learners’ learning
motivation and their learning
strategies applied in a WebQuest
class for college students in
CYUT?
among learning strategies
affecting motivation of EFL
learners in a WebQuest class
for college students in CYUT?

Pearson Correlation Regression

Here comes your footer Page 43
43
 Data Analysis

Qualitative Research

How do EFL learners perceive their

learning motivation in a WebQuest
class for college students in CYUT?

Interviews / Documents / Rankings / Artifacts

Here comes your footer Page 44

44
Thank You for Your Attention.

Here comes your footer Page 45