International Conference on Computer Systems and Technologies - CompSysTech’07

Technology Enhanced Language Learning:

Student Motivation in Computer Assisted Language Learning

Anelly Kremenska

Abstract: The aim of this paper is to present a new investigation on the impact of implementing
technology on Bulgarian students’ motivation after a Computer Assisted Language Learning (CALL) course.
It suggests designing and applying instruments for assessing the level of student motivation in order to
analyze which aspects of computerized learning are motivating (or demotivating). The expected outcome is
developing means for ensuring students’ self-efficiency and autonomy through CALL-based programmes.
Key words: Information and Communication Technologies, Web-based language learning,
computer assisted language learning (CALL), student motivation

INTRODUCTION
Computers invaded our everyday life as they are used in the offices, at home and in
the school. The advance of technology allowed for a cheap, fast and relatively reliable
exchange of a huge amount of information. Internet became an indispensable tool as well
as a medium for such an exchange. This new reality resulted in totally different concept of
the foreign language (FL) classroom bringing up the issue of a student-oriented approach
and offering the means for learners to become independent ones [1-4]. Three main
directions of application of technology in the ELT classroom were identified [5]:
• Computer assisted assessment (CAA), which is not an issue in this paper;
• Access to resources and materials (e.g. authentic texts from the Web, online
dictionaries and translation pragrammes, etc.);
• Course delivery: use of the Internet as a medium (Virtual Learning Environment)
for: instruction, interaction, course management;
However, the availability of technology does not constitute by itself language
learning: there comes the problem of implementing it in the language classroom, which
poses a lot of challenges before course designers. The aim of Computer Assisted
Language Learning (CALL) course designers is to use technology in order to develop
efficient courses, based on strong student motivation; the ultimate goal being creating
autonomous learners capable of adapting to the rapid changes in professional
environment.
The background teaching situation: a compulsory course in English for Specific
Purposes (ESP) for students of Informatics, Faculty of Mathematics and Informatics (FMI),
Sofia University (SU); Bachelor Degree study, large mix-ability groups. The participants:
students of Informatics, divided into two groups: an experimental, and a control one. Their
age varies from 18 to 20 - the most important age for their professional development. It
was logical to assume that the target audience possessed a fairly good level of computer
competence, therefore a special course, based on CALL, was designed. The first attempts
of introducing CALL elements began in 2000/2001 academic year and has developed to
the current state where computers are used essentially in two directions: as a source
(authentic texts, online dictionaries) and as a medium (delivery, management and
instruction, communication). A summative course evaluation [6] conducted with the
participation of 94 students in 2005 showed polarized views: some students wanted more
CALL elements in the course design, others admitted it had been difficult for them to cope
with such an environment. The conclusion was that the assumed computer literacy and
level of proficiency in the foreign language were insufficient for good performance and
confidence.
The problem was identified as a mismatch between the expected high computer
literacy and the relatively low performance at CALL. It was suggested that not all of the
Permission to make digital or hard copies of all or part of this work for personal or
classroom use is granted without fee provided that copies are not made or distributed for
profit or commercial advantage and that copies bear this notice and the full citation on the
first page. To copy otherwise, to republish, to post on servers, or to redistribute to lists,
requires prior specific permission and/or a fee.
© 2007 ACM ISBN: 978-954-9641-50-9
- IV.18-1 -
 International Conference on Computer Systems and Technologies - CompSysTech’07
elements of the programme were equally motivating for the students. However, the course
evaluation did not distinguish which CALL elements had been motivating and which
demotivating for the students, which in turn raised the Question: How motivating is
technology?
The aim of this paper is to propose a new investigation on students’ motivation
before and after a specially designed experimental course. The study will make an attempt
to give qualitative dimensions of the elements of a CALL course in order to assess to what
extent each of them is increasing (or inhibiting) student motivation. To this end needs
analysis research will be conducted – to identify what students believe is important for
them to know (as an element of intrinsic motivation). Then a summative course
investigation will provide information on CALL course elements “rating” in terms of their
motivating impact (extrinsic motivation). On the basis of the analysis and comparison of
the results changes in the programme will be suggested in order to ensure CALL
efficiency.
The significance of the study is determined by the following factors:
1. There is no investigation on CALL-induced motivation with university students in
Bulgaria
2. As a result of such an investigation teachers and course designers will have a
clearer idea what motivates young adults in a CALL course, and apply this
knowledge to other teaching situations.
3. Furthermore, teacher trainers and instructors will receive valuable information how
to ensure technology enhanced learning and develop life-long learning strategies in
students.

LITERATURE REVIEW: INVESTIGATING MOTIVATION

A large body of research during the last decade is oriented towards measuring
student motivation in the digital era. Motivation in itself is not clearly defined [7]; there is no
agreed notion of what comprises motivation as well. The widely accepted taxonomies of
motivation to study a second/foreign language is instrumental vs integrative [8], [9] and
intrinsic vs extrinsic [10] (fig.1). Maslow’s (in [7], p.114) model of motivation defines five
levels of needs; physical needs at the bottom, then safety needs, social needs, esteem
needs (the need for success) and self-actualization needs (to better oneself) at the top
(fig.2). Kelly [11] discusses Maslow’s model, placing ELT at the very top, and defines
motivation as “motion towards goal”.

Fig. 1 A taxonomy of human motivation 1

1
Available at: http://www.psych.rochester.edu/SDT/measures/intrins.html

- IV.18-2 -
 International Conference on Computer Systems and Technologies - CompSysTech’07

Fig. 2 Maslow’s Hierarchy 2

Many ideas on ways of engaging students as learners have been developed [12, 3,
4]. A series of investigations conducted by Deci and Ryan resulted in suggestions as to
how to collect qualitative data on student motivation [13 -15].

EXPERIMENTAL DESIGN
The procedure will consist of five main steps:
1. Designing and applying instruments for needs analysis and entry level of
proficiency of the students prior to the course.
2. Designing and applying two programmes with same contents and goals, which
differ only in the type of environment used: an experimental one (CALL based) and a
control one.
3. Designing and applying instruments for assessing the level of student motivation
after the course through summative course evaluation and comparing the results to their
final level of proficiency in the specific terminology.
4. The collected data will be processed; to evaluate the reliability and validity of the
results statistical analysis will be used.
5. On the basis of the analysis, conclusions on the motivating role of the new
implementations is drawn.
Let us see in more detail what this study suggests for the designing stages (1 to 3).
Stage 1: Needs analysis: a new instrument for needs analysis will be introduced,
based on standard need analysis templates [14].
Stage 2: Designing and applying two programmes. The two courses will be
developed as a continuation of an on-going programme of ESP at the FMI. The programs
will be based on the Instructional Design Theories [16] and Learning Object Approach for
usability [3] and will consider the basic requirements for accessibility [17, 18].
Course description and elements under investigation: this course is based on the
instructions for CALL course design of Cranfield Univeristy [19], Crystal [20], University of
Washington [21] , Center for Instructional Development and Research [22], City of London
[23] and Chapelle [5]. The objectives of the course could be summarized as effective
learning and making the learners autonomous by CALL. The suggested investigation will

2
http://www.tutor2u.net/business/people/motivation_theory_maslow.asp

- IV.18-3 -
 International Conference on Computer Systems and Technologies - CompSysTech’07
concentrate on two elements of the course design, featuring the use of the Internet for ELT
[5, 24, 25, 26]:
• Access to resources
choice of topics
source for course materials
for the students (for the assignments, on-line dictionaries)
for the teacher (materials and suggested reading for the students)
ƒ Course delivery: the use of the Internet as a medium (VLE)
for instruction
information about course objectives
assignment instructions
course management
calendar (pre-set instructions, curriculum)
feedback (outcomes and assessment results, comments)
white boards (running instructions)
interaction [27]
between the students (synchronous, one-to-many)
between the students and teacher (asynchronous, one-to-one: via e-
mail, feedback on the assignments or homework posted, one-to-many, many-to-many
white board, forums, discussions; synchronous one-to-one, many-to-many in a chat)
Stage 3: Instruments These will use modification of the Inventory [15], adapted
accordingly in order to get adequate information on the current course design. For the
purposes of this research the model proposed by Ryan and Deci (fig.1) was adopted; the
indicative factors to measure it are based on the Self-Determination Theory (SDT) (ibid.).
The course components which will be rated in terms of their impact on student motivation
are: contents of the course (vocabulary, specific terminology, grammar); the different
components of the marking system (assignments, presentations, tests); and the classroom
management (synchronous and asynchronous interaction, white boards, course site
design, level of perceived autonomy). Motivation cannot be measured directly, therefore
indirect information will be collected: five dimensions of the course elements will provide
measurable data on student motivation: interest, usefulness, satisfaction, anxiety, difficulty.
These dimensions will be graded on the basis of Likert’s 5-level scale [28].

CONCLUSION
The idea to quantify the motivation of CALL course elements is not new; however,
most of the research so far is oriented towards teaching situations involving students of
different from Bulgarian mother tongue background. The methodology proposed here may
serve the needs of other Bulgarian institutions offering technology-based courses to the
same age students. It aims to facilitate course designers in choosing e-learning course
elements which are most suitable for motivating Bulgarian students. It also identifies which
components of a CALL course ensure developing life-long learning skills and academic
autonomy thus providing students with far better a chance for meeting the requirements
and finding their place in the expanding workforce market. As far as Bulgaria is already
part of the EU, the interest in enhancing the efficiency of such courses will undoubtedly
increase.
The main limitation of the approach is due to the chosen target group of students:
the 18- to 20-year-olds. This group was considered for investigation due to the fact that it
has a key role in the near future development of the country’s economy, being a
representative for the professionals who need to find professional realization. One of the
main skills they will have to possess is the ability to effectively communicate using the
cutting-edge-technologies for self-improvement. Furthermore, the conclusions of the

- IV.18-4 -
 International Conference on Computer Systems and Technologies - CompSysTech’07
research could help enhance course efficiency at both secondary and university levels of
education.
Target groups:
1. ELT teachers at secondary and university levels.
2. Course designers for ELT and ESP courses for young adults and adolescents.
3. Authorities (Ministry of Education, Inspectors, Principals, Deans).

REFERENCES
[1] Okamoto, T., Kayama M., Inoue H. The Integrated e-Learning System-
RAPSODY Based on Distance Ecology Model and Its Practice. Educational Technology &
Society 5 (4) 2002 ISSN 1436- 4522, 2002, Retrieved 15th June, 2006, from
http://ifets.ieee.org/periodical/vol_4_2002/okamoto.html
[2} Mason, R. Course Design to Enhance Learning (LTSN Generic Centre), 2003,
ERIC, Retrieved 13th March, 2006, from http://eric.ed.gov/
[3] LeLoup, J., Ponterio, R. LeLoup J. W. & Robert Ponterio. Vocabulary Support for
Independent Online Reading . Language Learning & Technology. Vol. 9, No. 2, May 2005,
3-7
[4] Heaperman,S., Sudweeks, F. Achieving Self-efficacy in the Virtual Learning
Environment, 2002, ERIC, Retrieved 13th March, 2006, from http://eric.ed.gov/
[5] Chapelle, C. Computer applications in second language acquisition: Foundations
for teaching, testing and research. Cambridge University Press, Cambridge, 2001.
[6] Kremenska, A. Course Evaluation: Piloting a New Instrument. Unpublished
master’s thesis, University of Sofia, Sofia, Bulgaria, 2006.
[7] Heckhausen, H. (1986). Motivation und Handeln. Pedagogika, Moscow (In
Russian)
[8] Gardner, R.C., & Lambert, W.E. Attitudes and motivation: Second language
learning. Newbury House, 1972.
[9] Norris, J. Motivation as a Contributing Factor in Second Language Acquisition.
The Internet TESL Journal, Vol. VII, No. 6, June 2001. Retrieved 21st October, 2005, from
http://teslj.org/
[10] Ryan, R., Deci, E. Intrinsic and Extrinsic Motivation: Classical Definitions and
New Direction, 2000, Retrieved 15th June, 2006, from http://eric.ed.gov/
[11] Kelly, C. How Can we Empower and Motivate Students? ELT News Think
Tank, 2003, Retrieved 15th June, 2006, from http://www.eltnews.com/features/
thinktank/019_ck.shtml
[12] Harmer, J. Engaging Students as Learners. (For Jeremy Harmer, participation
is the touchstone for turning ‘teachees’ into learners. First published in ETp, issue 42,
January 2006.) Retrieved 15th June, 2006, from http://www.etprofessional.com/
content/view/186/1/
[13] Deci, E., Ryan, R. Intrinsic Motivation and Self-determination in Human
Behaviour. New York: Plenum, 1985.
[14] Deci, E., Ryan, R. The “What” and “Why” of Goal Pursuits: Human Needs and
the Self-Determination of Behaviour, 2000, Retrieved 12th April, 2006 from
http://www.psych.rochester.edu/SDT/publications/pub_cult.html
[15] Ryan, R., Deci, E. Self-Determination Theory, Scale Description. 2000,
Retrieved 12th April, 2006, from http://www.psych.rochester.edu/SDT/measures/
intrins.html
[16] Anagnostopoulo, K. Designing to Learn (LTSN Generic Centre). 2002,
Retrieved 14th April, 2006, from http://olkg.cranfield.ac.uk/
[17] Paolucci, P. Should Online Course Design Meet Accessibility Standards?
Education Technology& Society, 7 (1), 6 -11, 2004, Retrieved 13th March, 2006, from
http://eric.ed.gov/

- IV.18-5 -
 International Conference on Computer Systems and Technologies - CompSysTech’07
[18] Hudson, R. Paper on the Use of the Internet in English Language Teaching
(including a report on the first Virtual Classroom trial). At ATESOL Conference, Sydney,
1997, Retrieved 15th June, 2006, from http://www.usability.com.au/resources/elt.cfm
[19] Scott, B. Course Design. Online Knowledge Learning Garden Cranfield
University, Retrieved 14th April, 2006, from http://olkg.cranfield.ac.uk/
[20] Crystal, D. Language and the Internet, CUP, Cambridge, 2001.
[21] University of Wisconsin-Milwaukee. Web Course-ware Standards. 2002,
University of Wisconsin-Milwaukee P.O. Box 413 Milwaukee, WI 53201 (414) 229-1122,
Retrieved 23rd March, 2006, from http://www.uwm.edu/
[22] Center for Instructional Development and Research. University of Washington
Seattle, Retrieved 14th April, 2006, from
http://depts.washington.edu/cidrweb/ConsultationServices.html
[23] City University, London. Guidelines For Developing A Web-Based Course City
University, 2005, Retrieved 15th June, 2006, from
http://www.city.ac.uk/mediadevelopment/e-learning/guidelines/print/printversion.htm
[24] Jones, C., Fortescue, S. Using Computers in the Language Classroom.
Longman,1987.
[25] González-Lloret, M. Designing Task-Based Call To Promote Interaction: En
Busca De Esmeraldas (Language Learning & Technology Vol. 7, No. 1, January 2003, 86-
104, 2003, Retrieved 23rd March, 2006, from
http://llt.msu.edu/vol7num1/gonzalez/default.html
[26] Windeatt, S., Hardisty, D. & Eastment, D. The Internet. Oxford University
Press. Oxford, 2000.
[27] Rius-Riu, M. Using the WWW in Learning and Teaching. Generic Centre and
ALT a series for learning technologies topics, 2004, Retrieved 29th March, 2006, from
Online Knowledge Learning Garden Cranfield University http://olkg.cranfield.ac.uk/
[28] Underwood, M. The Likert Scale. 2003. Retrieved 16th June, 2005, from
http://www.cultsock.ndirect.co.uk/MUHome/cshtml/index.html

ABOUT THE AUTHOR

Anelly Kremenska, MSc, MA, Faculty of Mathematics and Informatics, University of
Sofia, Phone: +359 887 604 681, Е-mail: akremenska@fmi.uni-sofia.bg.

- IV.18-6 -