Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling

Alamer, Abdullah; Khateeb, Ahmed A. Al

doi:10.1080/09588221.2021.1903042

Cited by 69 publications

(54 citation statements)

References 54 publications

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“…Further, several studies within the language learning domain have shown that autonomous motivation is associated with positive learning outcomes, including increased engagement (McEown et al, 2014;Noels et al, 2019), BPN satisfaction (Noels, 2013;Alamer et al, 2017;Alamer and Al Khateeb, 2021), metacognitive awareness (Vandergrift, 2005), presentence and intended effort (Noels et al, 1999;Noels et al, 2019), perceived usefulness of language (Parrish and Lanvers, 2019), and ultimately, the greater attainment of language (Noels et al, 1999;Alamer and Lee, 2019). Moreover, these studies show that controlled motivation is associated with negative linguistic and non-linguistic outcomes, including a decrease in L2 achievement, self-confidence, willingness to communicate, frequent use of language and speaking fluency, and motivational intensity.…”

Section: Self-determination Theory (Sdt) and Motivational Orientationsmentioning

confidence: 99%

“…Relatedness refers to the feeling that the learner is connected to and receive care from others. Researchers argue that when these needs are satisfied, L2 learners are expected to act autonomously to learn the language effectively (Noels et al, 1999;Gagné and Deci, 2005;McEown et al, 2014;Alamer and Lee, 2019;Alamer, 2021a;Alamer and Al Khateeb, 2021).…”

Section: Basic Psychological Needs (Bpn)mentioning

confidence: 99%

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The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach

Alamer

Almulhim

2021

Front. Educ.

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The relationship between language anxiety and self-determined motivation has been examined from various aspects in the applied linguistics domain. However, the direction of the relationship tend to disagree. Some studies report positive correlation whereas others (and in most cases) show negative correlation. To address this issue, the present study attempted to evaluate in depth the relationship between these two variables. We first qualitatively examined the types of language anxiety students face during learning, and then assessed how motivational variables based on self-determination theory can predict these identified types of anxiety. The results showed that sense of competence and relatedness negatively predicted certain types of anxiety while controlled motivation positively predicted only the general language anxiety. However, perception of autonomy and autonomous motivation did not predict any sub-types of language anxiety while sense of relatedness positively predicted psychological anxiety. The findings are discussed in terms of their theoretical and educational implications for language learning.

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Section: Self-determination Theory (Sdt) and Motivational Orientationsmentioning

confidence: 99%

Section: Basic Psychological Needs (Bpn)mentioning

confidence: 99%

The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach

Alamer

Almulhim

2021

Front. Educ.

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“…Students are enthusiastic about the use of additional learning tools (mobile learning) [17]. Students feel encouraged and motivated to use mobile apps; in particular they are attracted by the simple language of the apps.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Students feel encouraged and motivated to use mobile apps; in particular they are attracted by the simple language of the apps. Mobile learning has a positive effect on their psychological state (reduces stress levels, creates a feeling of comfort, does not overload schedule) [17].…”

Section: Literature Reviewmentioning

confidence: 99%

Motivation for Mobile Learning: Teacher Engagement and Built-In Mechanisms

Snezhko

Babaskin

Vanina

et al. 2022

Int. J. Interact. Mob. Technol.

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The relevance of the study of mobile learning as an upcoming trend in education in the context of the COVID-19 pandemic is not denied. The study of students’ ability and motivation to use modern technologies of mobile learning is characterized by novelty. However, the problematic issue of studying the motivation of students and teachers for mobile learning in today's pandemic remains relevant. The purpose of the study is to examine some aspects of the formation of students' motivation (intrinsic motivation: interest in the subject of study, understanding of its significance for further career; extrinsic motivation: points, awards, recognition), as well as the role of teachers in this process and the influence of cognitive abilities of a person on their motivation and academic achievement. The study is based on the method of experiment as well as the interviews and analysis of student reports. There were 185 students (19-22 years old) from Sechenov First Moscow State Medical University and Far Eastern Federal University participating in the study. After the participants had listened to an online lecture on the topic "Neuro-linguistic programming", they were asked to make a report on the topic of the same name and expand the information. Next, the students were interviewed. The results showed that 89% of students were interested in the issue and 69% noted a desire to learn more information on this topic; 100% of participants actively use mobile devices with Internet access for educational purposes and, in particular, for making the required report. However, only 12% of respondents believe that mobile learning alone can be used in order to study specialized disciplines at their university. Thus, 43% of students find it difficult to perceive information from the screen of a smartphone (tablet); 61% of students prefer traditional education to mobile learning, which is probably due to the novelty of this process; 65% of respondents noticed that their knowledge is deteriorating due to the use of mobile (distance) learning. In connection with the results obtained, the following recommendations were made to improve the educational process: to explain to students the importance and usefulness of the topic under study; to use adequate pedagogical methods in the context of mobile learning; to provide feedback and the ability to communicate to students during mobile learning; to take into account the personality and learning style of a student; to use all types of intrinsic and extrinsic motivation of students in accordance with specific circumstances. The most popular motivation factors for mobile learning are possibility of improving exam grades (65%), possibility of improving knowledge (25%), and broadening horizons and deep interest in the topic (10%). Developing applications that will take into account the needs of a particular university and specialty will also make a contribution. Teachers are also encouraged to use a play-based approach and a student reward system in order to increase the level of motivation (additional points, a simplified exam scheme, etc.). The practical significance and prospects for further research are presented by the opportunities of increasing students’ motivation in the context of mobile learning, and, consequently, the success of their studies. The results can be used in the comparative study of mobile learning possibilities in modern conditions and teachers’ involvement in it in different countries.

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“…Notwithstanding, similar inquiry geared to collaborative mobile learning remains scarce, which aids in tackling low motivation and demotivation within EFL setting (Elaish et al, 2017;Kim, 2017). One exception is recent work by Alamer and Al Khateeb (2021), which acknowledges the connection between WhatsApp-mediated learning and autonomous motivation. Another work, albeit pertinent to motivation, has only addressed intrinsic motivation (Li et al, 2019), therefore overlooking the entirety of motivational dynamics.…”

Section: The Current Portraits Of Efl Learners' Learning Engagement M...mentioning

confidence: 99%

An Experiment on Mobile Learning to Leverage EFL Learners’ Engagement, Emotional Intelligence, and Learning Motivation

Imamyartha¹,

Wahjuningsih²,

Areta³

et al. 2021

The Journal of AsiaTEFL

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Research has acknowledged Mobile-assisted language learning (MALL) as one efficacious method for leveraging language proficiency across skills and components, leaving the investigation on language learners' motivation and emotional intelligence of peripheral focus, albeit being essential drives for academic success. This study seeks to fill the gaping void by investigating the impact of team-based mobile learning (TBML) as an instructional framework to leverage EFL learners' online learning engagement (OLE), trait emotional intelligence (TEI), and EFL learning motivation. This instructional framework involves a mobile instant messenger (MIM), Telegram, to support collaborative learning both within and beyond class hours. Employing a quasi-experimental approach, the study involved 475 undergraduate students at an Indonesian state university across majors, including nursing, management, science education, and non-formal education, with ages ranging from 18 to 22 years. The findings corroborate significant increment in the abovementioned dimensions resulting from TBML, as opposed to the unworthy increase associated with computer-based LMS. Moderate positive correlations also exist among three pertinent variables. Implications suggest how TBML accords English learners with the authentic learning community armed with myriads discourse resources to empower their multidimensional engagement in meaningful literacy practices.

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Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling

Cited by 69 publications

References 54 publications

The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach

The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach

Motivation for Mobile Learning: Teacher Engagement and Built-In Mechanisms

An Experiment on Mobile Learning to Leverage EFL Learners’ Engagement, Emotional Intelligence, and Learning Motivation

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