MOTIVATION IN LEARNING SECOND LANGUAGE

How to Inspire Upper-Level (4th and 5th) Elementary Schoolers

to be More Motivated in Learning Chinese?

Zhaohui Ren

Michigan State University

 MOTIVATION IN LEARNING SECOND LANGUAGE

Abstract

This action research focused on How to inspire upper-level (4th and 5th) elementary schoolers to

be more motivated in learning Chinese. Sixty fourth and fifth grade students from an elementary

school in Greater Detroit Area were major participants in this research. The data were collected

and analyzed through students’ survey, researcher’s journals and field notes. This research

positively answered the focused sub questions that the language involved interactive activities

could definitely be more engaging to students and communicate more with parents to get their

support to increase students’ exposure to Chinese outside of the classroom.

Keywords: motivation, second language learning, interactive games

 MOTIVATION IN LEARNING SECOND LANGUAGE

Introduction

Context

I’m a Chinese Language and Culture teacher in Rochester Community Schools, MI. and

this is my third year teaching here. I’m now teaching at two elementary schools. I have 25

classes from 1st through 5th Grades and about 700 students in total and gender ratio is about

50/50. Students are from a great variety of cultural background including American, African,

European, Indian, Middle Eastern, Asian. Approximately 40% of them are multiple language

speakers and about 15% are English learners. 95% of my students are novice low learners in

Chinese, few are heritage learners with different proficiency levels. A lot of my students are

from middle class and their parents work in the auto industry. Chinese is a language and culture

program started about 6 years ago and it’s the only foreign language being taught in elementary

schools in the district. Chinese is literally taken as special class and students don’t take exams or

being graded. I only meet each group for 40 minutes per week.

Challenge

I have noticed that with my past two years teaching experience a lot of students still can

only speak very basic Chinese like greetings, which made me feel frustrated, but the low

frequency of exposure to Chinese speaking environment and lack of out-of-school-review

scenario is beyond my power. My concern is how could this be changed since the current

situation is not within the control of our Chinese teacher but the decision of the administration

from school district. Is there something that I can do to make the students self-motivated or
 MOTIVATION IN LEARNING SECOND LANGUAGE

parents would supervise their children so that they want and willing to learn Chinese even out-

of-class? I probably should also seek help from the classroom teachers see if they would be

willing to support their students’ learning of Chinese. For example to have different things

labeled around the room in Chinese or save a small space in the room for Chinese vocabulary,

daily expressions, etc.

Justification

This Chinese program has been carried out for about 6 years now. If the current situation

continues, i.e. a big proportion of students remain just speaking very basic Chinese after years of

learning the language, parents and administrators might think what’s the point we still keep the

program. All of us, including students, parents, Chinese teacher and school district would benefit

from it if the situation could be improved. Imagine that our Chinese program would make a

successful one in the future and most of our students could even show off their proficient

Chinese, then more and more parents would be more supportive of our program and it will

become a virtuous cycle.

Research Question

According to the study, the best time to learn a new language with native-speaker

proficiency is by the age of 10. Children under 10 can more easily absorb information and excel

in the new language (Alexandra Burlacu). My students are at their best age of learning a new

language and I really want to help them develop their interest in Chinese and their language

skills. Thus my research question would be “How to inspire elementary schoolers to be self-

motivated learning Chinese?” and my focused sub questions are “Could language involved
 MOTIVATION IN LEARNING SECOND LANGUAGE

interactive activities be more interesting to students?” and “How to increase students’ exposure

to the target language beyond limited class time.”

Literature Review

As we all know that motivation is of critical importance when it comes to successful

language learning and a great amount of research have been undertaken on this topic in the past.
 MOTIVATION IN LEARNING SECOND LANGUAGE

Dornyei (1997) put a stress on the influence of motivation that motivation is considered as a key

to learning a second language (L2) and it seems to be the biggest single factor affecting language

learners’ success. Dornyei (1997) stated, “L2 motivation provides the primary impetus to initiate

the learning behavior and later the driving force to sustain the long and often tedious learning

process; that is, all the other factors involved in L2 acquisition presuppose motivation to some

extent and, indeed, motivation is usually mentioned in explaining any L2 learning success or

failure” (Dornyei, 1997, p. 261).

After reading, analyzing and comparing many researches and articles, I’ll focus mainly on

the following topics in this literature review, which connect with the research questions in my

inquiry project exploring “How to inspire elementary schoolers to self-motivated learning

Chinese after class?” and my focused subquestions “Could language involved interactive

activities be more interesting to motivate students to learn?” and “How to increase students’

exposure to Chinese beyond limited class time?” Thus, I wanted to see what other researchers

say about enhancing motivation for students in elementary school.

What motivates and demotivates students learning target language?

Martin Lamb (2017) summarized in his research about prominent theories of motivation

applied to language education: Self-determination theory (Deci & Ryan 1985) implicating

learners will tend to study best when they are intrinsically motivated or have a more internalized

kind of motive. To enhance learners’ intrinsic motivation, educators need to provide stimulating,

satisfying tasks. To help internalize learners’ motivation, teachers should provide classroom

environments that support their basic need for a sense of autonomy, competence and relatedness
 MOTIVATION IN LEARNING SECOND LANGUAGE

(Noels 2013). Apparently, teachers providing intriguing and satisfying tasks will greatly help

build up and enhance students’ internal motivation to learn, which is when students could learn

the best. In Luu Trong Tuan’s (2012) opinion, extrinsic motivation also plays an important role

influencing students learning and it comes from factors outside the classroom such as parents,

teachers, friends, or their previous learning. In Harmer’s (1991) view, parents’ expectations are

significant to students’ school performance, their motivation and their academic achievements

since they are generally associated with higher levels of educational attainment. Harmer (1991)

also added that parents have a great impact on students’ attitude to the learning language.

Whether students have positive or negative attitude toward the language depends mostly on their

parents. If the parents are very much against the culture of the language learning, this will

probably lead to their children’s negative motivation whereas many students are willing to study

the language in order to meet their parents’ expectations (Luu Trong Tuan 2012). Paige (2001)

emphasized that parents are the most powerful advocators in their students’ language learning. I

have a student whose parent has a very negative attitude towards Chinese being taught in the

school district. He wrote an email questioning the necessity of teaching Chinese in elementary

school. It turns out that his child behaved very negative in my class, not listening, practicing or

participating activities even though I have tried many different ways to involve him in the class

activities. The research findings in Luu Trong Tuan’s (2012) article found a surprising yet

interesting result. In the research part focusing on human factors influencing students’ English

learning, the findings showed that teachers (165 students, 56.6%) played the most crucial role in

students’ English learning process. Yet, there was a contrast in the students’ choices of the same

option “teachers” in the part of factors influencing on English learning, teachers’ influence on

their students’ learning only accounts for 13.8% (40 students), much less than learning ways
 MOTIVATION IN LEARNING SECOND LANGUAGE

(121 students, 41.7 %), curriculum (69 students, 23.7 %) and environment factors (60 students,

20.7%). However, in the part of other factors influencing students’ learning, Teaching methods

accounted for the highest rate (131 students, 45.2 %). Thus, it can be implied that teachers are

still an important factor influencing students’ English learning (Luu Trong Tuan 2012, p4).

In contrast with motivation, lack of motivation, i.e. demotivation is observed to have led to

low attendance, participation, and performance of the students (Luu Trong Tuan 2012). As for

demotivating factors in the classroom, some teachers themselves have been clearly identified as

the main source of demotivation (e.g. Falout & Maruyama 2004). For example, they provide

monotonous learning activities (e.g. grammar-translation) (Falout, Elwood & Hood 2009).

Although this study was in the context of Japanese school pupils, I, as a teacher from China,

would have to say, this is also true in most Asian countries, including China. I’m also reflecting

on my teaching style now, am I overusing this monotonous learning activity. What other

stimulating and interesting activities should I provide in my class so that students could be more

extrinsically motivated. Thus, this leads to my next focusing subtopic.

The role that games or activities play in motivating students’ learning.

Looking across studies, scholars have found that if we pair instructional content with

certain game features, we can harness the power of games to engage users and achieve desired

instructional goals and both intrinsic and extrinsic motives play a role in determining learner

behavior (Garris,R. Ahlers, R. & Driskell, J. E. 2002). Malone (1981) proposed that the primary

factors that make an activity intrinsically motivating are challenge, curiosity, and fantasy and

specifically applied this framework to the design of computer games. Deci and Ryan (1985) have
 MOTIVATION IN LEARNING SECOND LANGUAGE

noted that self-determined learner behavior can stem from both intrinsic motivation (i.e., the

learner engages in an activity because it is interesting or enjoyable) and from extrinsic

motivation they termed identified regulation (i.e., the learner engages in the activity because he

or she desires the outcome and values it as important). If the learner engages in the

games/activities, it is clear evidence that they are motivated in learning.

Sørensen B. H. & Meyer B. (2007) shared the same opinion that the game related practices of

children in off school contexts are pivotal points of interest for a consideration of how games

may be transformed from drill-based educational material to contextualize simulations that

involve fruitful thinking, real language interaction and student engagement.

Jialing ZENG & Junjie SHANGA (2018) claimed that educational games can stimulate

students’ motivation and interest by creating learning situations for learners and thus they can be

taken as the main cognitive tools for the learner-centered classroom. Many other empirical

studies (Malouf, 1988; Chile& Rosas, 2003; Hakan Tuzun, 2004) also have proved that the game

has a promoting effect on motivation.

Increase students’ exposure to target language beyond limited class time

Samer M. Al Zoubi (2018) found out in his research that there’s a strong impact of

exposure to English language on language acquisition and a significant correlation between

exposure to language and developing the four language skills - listening, speaking, reading and

writing. Moreover, teachers and parents should raise learners’ awareness towards the importance

of learning English language through exposure to the language daily using different techniques

that can enhance second language acquisition. In Yin, Mengmei’s (2015) research, the form of
 MOTIVATION IN LEARNING SECOND LANGUAGE

outside-of-class language exposure can be summarized as television, internet, radio, music, L2

interaction, book/magazine/newspaper, and movie watching (Lindgren & Muñoz, 2013; Macleod

& Larsson, 2011; Pearson, 2003). Longer time and more exposure to the target language could

help learners get more used to and feel more comfortable in L2 environment, thus to increase

their confidence using more target language.

In summarizing all the literature I have read and inspiration I’ve got to inform my inquiry

project, the first step is to help my students with their Chinese language learning is to assist them

to build up and maintain both intrinsic and extrinsic motivation. Intrinsic could be triggered by

providing intriguing and stimulating tasks. As of extrinsic motivation, I would work closely with

parents to raise their awareness of the importance of learning Chinese so that they would have a

great impact on their children. I myself also would figure out variety of teaching methods and

learning activities to motivate and engage students’ learning such as create more interactive

activities and more authentic language exposure opportunities to my students, perhaps help them

contact Chinese students making voice calls or corresponding with each other in the future.
 MOTIVATION IN LEARNING SECOND LANGUAGE

Design and Method

Participants

The main research question in my study is “How to inspire upper-level (4th and 5th)

elementary schoolers to be more motivated in learning Chinese?”. I will choose two groups of

students from 4th and 5th Grade, their classroom teachers and other Chinese teachers in our

school district to participate in my study. As I noticed in my past two years of teaching that the

upper-level students, in general, have relatively the least motivation of learning Chinese and they

are the ones who need to be motivated the most in all elementary grades. Gender ratio in these

two groups is about 50/50 so that there won’t be any gender bias in the study. Students are from

a great variety of cultural background so the eventual findings should be more justified. They are

the students who have the longest Chinese learning time yet their motivation level and language

proficiency level are not as high as it should be, so I would like to take a probe and find out a

solution to this issue.

Setting

I don’t have my own classroom and I go to different classes for my teaching. Every

classroom has different layout, but basically they are quite similar. Most have a flexible seating

area and a small carpet area for different activities. Instead of asking upper-level students to

come to the front carpet area as I do in the lower-level classrooms, I allow them to remain on

their own seats unless I find out someone can not concentrate on learning, then he/she will be

asked to come to the carpet area so that they can focus more. The classroom setting doesn’t relate

too much to my research question. But maybe when students sitting on their own seats, some less
 MOTIVATION IN LEARNING SECOND LANGUAGE

self-disciplined students have trouble concentrating which shows their low motivation of

learning

I usually start my lesson with daily routines either a newly taught song or daily report

including date and weather depending on grade level. Followed by the introduction of learning

objectives and brief review of what the learned from previous lessons. Then I start teaching new

content with games /activities to help students practice and reinforce. I wrap up and bring back

the learning objectives to check with students see if they have achieved them or not by the end of

the class.

Data

A professional journal: because it’s the best way to keep a record and track of my thoughts,

ideas and aha moments etc. also it provides me the chance to reflect on the plans, implementation

and analyze the findings. Since the start of drafting research questions and with more reading on

many research articles, my thoughts and ideas have been changing over time. I think keeping the

professional journal will give me a great help to implement, reflect, adjust my plans during the

whole process.

Field notes: I will choose time to observe the classroom teachers’ teaching so that I could

collect and keep the first-hand, on-site data information in a more effective and objective way. I

also could compare how students are motivated in their regular class in comparison with mine.

Information I will observe and take notes on include subject they are taking, teaching strategies,

methods and activities that classroom teacher uses, how students respond to teachers instruction

and with other students, etc.

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Surveys: this a great way to collect data from the participants’ viewpoint and also because

the finding of my research is going to involve more than just one class, so survey with both

close-end and open-end questions is more suitable for this scaled research. I will have a

questionnaire for students from both grades.

Questionnaire include questions like what factor has the most influence on your Chinese

learning? who has the most influence on your Chinese learning? what activities motivate you the

most in Chinese learning? etc.

Timeline

Plan to collect data

10.28 - 11.1: start observation and taking field notes, writing journal

11.4 -11.8: send out questionnaire, writing journal

11.11-11.15: collect questionnaire,writing journal

Data analysis and reflection

11.17 - 11.24 analyze and reflect

Role and Issues

I’m not a classroom teacher and not fully responsible for any classrooms either. But besides

being a Chinese Language and Culture teacher to deliver well-planned lessons, build up an

authentic language environment as much as I can, I would conduct this inquiry as an engaged

researcher in expectation to help motivate my students to be more engaged in learning Chinese.

in the long run, I hope my study eventually would help raise my students’ curiosity and interest

in learning new languages and exploring different cultures since everyone has the equal right,

ability and better opportunity to participate in the global matters in the future.
 MOTIVATION IN LEARNING SECOND LANGUAGE

I will make carefully-thought plan to avoid arousing any ethical issues. But if there are

some ethical issues arise in my study, I will communicate and discuss with people concerned to

find out what caused this issue and how could we solve it. I will also consult with more

experienced teachers or administrators if needed.

Data Analysis

Procedures

I used A priori theme approach (Falk & Blumenreich, p116) during my data analysis

process based on the main research question in my study of “How to inspire upper-level (4th and

5th) elementary schoolers to be more motivated in learning Chinese?” and focused sub questions

of “Could language involved interactive activities be more engaging to students?” and “How to

increase students’ exposure to the target language beyond limited class time.”

I used a priori themes approach and categorized three major themes and I used a chart as

shown below to guide me throughout the study. Emergent themes which do not fit into these

three major themes are taken as additional information:

Data source Code #1 Code #2 Code #3 Code #4

Motivation trigger Demotivation Support needed Additiona

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(Green) (Red) (Yellow) l

Professional

journal

Field notes

Survey

(Questionnaire)

After I started implementing my study, I reviewed and reflected on the field notes I took

and the journal I wrote to code them into predetermined themes. I also categorized students’

responses to the questionnaire I gave them. There was one open-ended question on the

questionnaire:
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Results

With the guidance of predetermined theme chart, I collected data and triangulated the

emerged themes in the following chart:

Data source Code #1 Code #2 Code #3 Code #4

Motivation trigger Demotivation Support needed Additional

(Green) (Red) (Yellow)

Professional journal Learning environment Uninteresting Learning Students with

(involvement and topic, environment special needs
inclusive in class) (safe and positive sometimes cause
Field notes Hard work atmosphere in disattraction
Games/activities needed class)

Classroom
teachers’ support

Professional journal Peers influence Peers influence Attitude change

(positive) (negative)

Field notes
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Survey Games/activities, Parents’ attitude Increase more

(Questionnaire) (90%) exposure to
(unsupportive,8 target language
Professional journal Parents’ attitude 0%)
(supportive, 20%)

More
communication
with parent

Field notes

When I observed the classroom teacher’s classes, I took field notes and talked with

classroom teachers. I found out that the peer influence plays an important role in

triggering students learning motivation. Because this is the second year I teach these 4th

and 5th Grade students, they are mixed up into different groups than last year. I noticed

some students changed their learning attitude. Some students used to have a more

positive attitude in learning now became more negative in class because they don’t want

to be different than their new friends, who show the same passiveness. The same situation

occurs in my Chinese class too. One 5th Grader, who used to be very active and

passionate in learning Chinese the year before, and she was taken as one of my top

students in her group. But this year, she does not actively participate in the class activities

as she did before. According to my observation, sometimes she wanted to answer my

questions, but her friends in the new group just laughed at her, which made her feel

embarrassed to practice or answer my questions. Negative peers influence would

definitely be a demotivation for students. I reflected in my journal that I need to do

something to help them change their learning attitude to more positive one.
 MOTIVATION IN LEARNING SECOND LANGUAGE

Teaching journal

Through the reflection in my journal, I also realized that an involved and included class is

a motivating learning environment. In one of my journals on November 8th, I wrote

“students were so into the Body twist game but did not put much effort in the second

activity - Find out the monster. I think the Body twist game allows them to move and

have more fun, yet the Finding out the monster requires them recognizing the numbers

and characters, thus needs more effort, so when hard work needed it immediately

demotivates students.”

Questionnaire

On students’ questionnaire (See Appendix), there’s an open-ended question: Which

one is your most impressive Chinese class and what did you learn from that class? Over

90% of students gave the answer with either the class had Golden-coin game or Spin-the-

wheel game, which were the most popular games by students. Yet I didn’t get expected

answers to the second part of the question. 80% students couldn’t remember accurately

what they have learned. This probably partly answered my subquestion: Language

involved interactive activities indeed could be more engaging to students. However,

engaging doesn’t necessarily lead to language retainment. Lack of exposure to Chinese

could be one of the major reasons that caused this problem.

 MOTIVATION IN LEARNING SECOND LANGUAGE

Claims of the themes

Motivation trigger - To create a more involved and inclusive learning environment in the

class to trigger students’ interest and motivation to learn.

In my teaching journal on November 1st, I wrote (Zhaohui, 2019):

Today, in Mrs. S’s group, students were more engaged in learning compared with

last week. The Telephone game on the vocabulary practice part allowed more students to

participate. The cooperative and encouraging style inside each team made the team

members feel more comfortable to speak out, while the competition between each team

triggered students’ passion to practice…

Demotivation - To design more involving and interactive games and activities while

increasing more exposure to the target language for retainment.

Through my observation and the response of students’ questionnaire, games and activities

are definitely considered as a big trigger of their learning. 90% of students gave the

feedback that the most impressive class was the one with interesting interactive games. In

the meantime, the lack of exposure or usage of the language makes it hard to retain

because most students couldn’t recall what exactly they learned from their most

impressive class, let alone the less impressive ones.

 MOTIVATION IN LEARNING SECOND LANGUAGE

Support needed - To communicate more with classroom teachers and parents to get more

understanding and support from them.

From my observation and feedback from students, support from classroom teachers

and parents play an important part in students’ learning. One of the 5th group, classroom

teacher Mrs. C is now taking long time leave and her class has sub teacher. Maybe the

sub teacher hasn’t establish her authority in the class yet , every time when I enter the

classroom, the whole class is always in a total chaos. It takes me a much longer time to

calm down students than those groups which classroom teachers already get students

ready to learn when I come in.

On my questionnaire, I also asked whether parents use the monthly Chinese

newsletter to help students review at home what they learned. Only 20% of the students

gave positive answer. Most parents don’t take learning Chinese very seriously, which

definitely affect students’ attitudes towards Chinese learning. Also without parents’

support, only 40 minutes per week in class learning is far from exposure time needed in

learning a language.

In summary, I think this research positively answered my focused sub questions of

“Could language involved interactive activities be more engaging to students?” and

“How to increase students’ exposure to the target language beyond limited class time.”

Yes, the language involved interactive activities could definitely be more engaging to

students and communicate more with parents to get their support to increase students’

exposure to Chinese outside of the classroom.

 MOTIVATION IN LEARNING SECOND LANGUAGE

Conclusions & Discussion

Summary
 MOTIVATION IN LEARNING SECOND LANGUAGE

My main research question in the study is “How to inspire upper-level (4th and 5th)

elementary schoolers to be more motivated in learning Chinese?”. Based on this question and

through my journal, field notes and survey, I found there are several factors that trigger students’

motivation in their learning: a more involved and included in-class learning environment;

positive peer influence, i.e. students help and encourage each other; variety of games and

activities are definitely a big trigger too,90% of students in my survey gave approval for in-class

games and activities; another factor affects students’ learning motivation is parents’ attitude, in

my survey only 20% of students answered supportive, which means they help their children

practice using the links we sent out through monthly newsletter.

On the other hand, demotivating factors are those immediately keep students from learning

such as uninteresting topics or when they need to put hard effort to work on; negative peers

influence such as being laughed at or a chatty group also plays a bad role in motivating students’

learning; In the survey, most parents, up to 80%, don’t pay attention to their children’s Chinese

learning at home.Through the reflection in my journal, I also realized that an involved and

included class is a motivating learning environment; While an uninteresting topic or when hard

work needed immediately demotivates students, thus helping create a positive learning

environment in class where students feel safe to learn is also my responsibility.

Connections

Harmer (1991) stated that parents have a great impact on students’ attitude to the learning

language. Whether students have a positive or negative attitude toward the language depends

mostly on their parents. My survey and observation also approved this opinion. Up to 80% of

students don't get parents’ support with their Chinese practice at home, which also results in
 MOTIVATION IN LEARNING SECOND LANGUAGE

students' lack of exposure to Chinese outside of the classroom. Those 20% of students who got

their parents’ positive support also showed higher motivation learning Chinese in class. They

actively participate in the activities, practice hard and answer my questions.

Jialing ZENG & Junjie SHANGA (2018) claimed that educational games can stimulate

students’ motivation and interest by creating learning situations for learners and thus they can be

taken as the main cognitive tools for the learner-centered classroom. Many other empirical

studies (Malouf, 1988; Chile& Rosas, 2003; Hakan Tuzun, 2004) also have proved that the game

has a promoting effect on motivation. In my case, 90% of my students also gave very positive

feedback to games, they answered in the survey that the most impressive Chinese class they had

were those with interactive or competitive games such as Golden Coin and Spin Game. Yet one

thing I need to point out is that the language retainment doesn’t seem to be very desirable since

most of my students couldn’t recall what they have learned in those class, their most impressive

part was just the game itself.

Implications

Throughout the study, I realized that to create a safe and engaging learning environment that

motivates students’ learning and involve them to actively participate in activities is my

responsibility as a teacher. To build a positive environment, I will provide students with more

positive feedback not only about their academic performance, but also about students'

participation and engagement. Playing games is a very efficient way to involve everyone in the

activity and makes students feel comfortable and safe to learn without feeling award or hard to

practice. I would also share my findings with other Chinese teachers in our school district and
 MOTIVATION IN LEARNING SECOND LANGUAGE

work with them to design more interesting class activities that engage students be more actively

participate and practice so that it can help them in their language retainment.

I also need to communicate more with parents to get their support influencing their children’s

learning attitude. For instance, I would send them emails and meet them at curriculum night or

parent/teacher conference to get their feedback and thoughts on how they would like to help their

children in learning Chinese both at school and home.

Further Study

Through the process of investigating, I found out that uninterested topic is a key demotivation for

students. In the future, I would like to further study on the topic on how to avoid demotivating

learners, which could actually cease the motivation that students might have had in the first

place. It’s like the two sides of the same coin. On one hand, I need to help trigger students’

motivation, on the other hand, to avoid the factors which might demotivate their learning.

Reflections

When I started this inquiry project, I just wanted to focus on how to motivate my students in

learning Chinese. During the process I went through as I conducted the investigation, I learned

the importance of creating a positive, supportive and encouraging learning environment to enable

students actively engage in learning and how I could help build up such one from my part as a

teacher. Through my observation and feedback from my students, I also got the evidence for the

idea that carefully-chosen-and-designed activities and interesting topics would trigger students’

motivation in learning. I became more reflective in my teaching and willing to share with my
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Chinese teacher peers. I will continue to learn, reflect and adjust my teaching to maximize the

benefit of my students’ learning.

References:

Falk, B., & Blumenreich, M. (2005). The power of questions: A guide to teacher and student

research. Portsmouth, NH: Heinemann.

Richard Donato, Action Research: Reseeing Learning and Rethinking Practice in the LOTE

Classroom University of Pittsburgh

https://d2l.msu.edu/d2l/le/content/828431/viewContent/7780756/View

Martin Lamb (2017) The motivational dimension of language teaching, Lang. Teach. (2017),

50.3, 301–346 Cambridge University Press 2017

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Yen-Chun Chen (2017) Empirical Study on the Effect of Digital Game-Based Instruction on

Students’ Learning Motivation and Achievement EURASIA J. Math., Sci Tech. Ed

2017;13(7):3177–3187

Luu Trong Tuan (2012) An Empirical Research into EFL Learners’ Motivation Theory and

Practice in Language Studies, Vol. 2, No. 3, pp. 430-439, March 2012

Garris,R. Ahlers, R. & Driskell, J. E. (2002) Games, motivation, and learning: A research and

practice model SIMULATION & GAMING, Vol. 33 No. 4, December 2002 441-467

Sørensen B. H. & Meyer B. (2007) Serious Games in language learning and teaching – a

theoretical perspective 2007 Authors & Digital Games Research Association (DiGRA)

Jialing ZENG & Junjie SHANGA (2018) Review of Empirical Studies on Educational Games:

2013-2017 Yang, J. C. et al. (Eds.) (2018). Proceedings of the 26th International Conference on

Computers in Education. Philippines: Asia-Pacific Society for Computers in Education

Samer Mahmoud Al Zoubi (2018) The Impact of Exposure to English Language on Language

Acquisition Journal of Applied Linguistics and Language Research Volume 5, Issue 4, 2018, pp.

151-162

Yin, Mengmei (2015) The Effect and Importance of Authentic Language Exposure in Improving

Listening Comprehension Culminating Projects in English. 2015 Paper 33.

Lindgren, E., & Muñoz, C. (2013). The influence of exposure, parents, and linguistic distance on

young European learners’ foreign language comprehension. International Journal of

Multilingualism, 10, 105‐129.

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Zoltán Dörnyei, & Kata Csizér (1998) Ten commandments for motivating language learners:

results of an empirical study. Language Teaching Research 2,3 (1998); pp. 203–229.

Alexandra Burlacu, What's The Best Age For Learning A New Language?

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language.htm

Appendix

1. Teaching Journal
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2. Field Notes

3. Questionnaire
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4. Activities

a. Match
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b. Golden coin

c. Twister