Motivation Conditions in a Foreign Language Reading Comprehension Course Offering Both a Web-Based Modality and a Face-to-Face Modality

Medina, Lopera

doi:10.15446/profile.v16n1.36939

Cited by 7 publications

(4 citation statements)

References 17 publications

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“…Students in a web-based graduate ESL course "expressed a high degree of anxiety when they did not receive an automated score from the exercises they had submitted" (Lopera Medina, 2014, p. 97), as some of the tasks had to be graded manually by the instructor, which was demotivating for students. Also causing concern for one student was the use of an interactive whiteboard in a beginners' Chinese course, as they did not want to embarrass themselves in front of other students (Xu & Moloney, 2011), and a lack of technology skills and experience with online communication within educational contexts caused difficulties for others (Lopera Medina, 2014;Wang, 2010).…”

Section: Affective Disengagement and Educational Technologymentioning

confidence: 99%

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

Bedenlier

Bond

Buntins

et al. 2020

AJET

139

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Understanding how educational technology can enhance student engagement is becoming increasingly necessary in higher education, and particularly so in arts and humanities, given the communicative nature of courses. This narrative systematic review synthesises 42 peer-reviewed arts and humanities articles published between 2007-2016, indexed in four international databases. The results indicate that the majority of research has been undertaken in language learning, predominantly in East Asian countries, with limited grounding of research in theory. This review found that educational technology supports student engagement, with behavioural engagement by far the most prevalent dimension. Affective engagement was the lowest observed dimension, with affective disengagement the most prevalent negative dimension. Blogs, mobile learning, and assessment tools were the most effective at promoting engagement. However, caution and education in how to use technology are needed, as any use not underpinned by effective and informed pedagogy can also lead to students feeling overwhelmed and disengaging from learning. Further research is needed on online collaboration, as well as international courses that offer cross-cultural opportunities for language use, and the increased use of qualitative methods is also advised.

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Section: Affective Disengagement and Educational Technologymentioning

confidence: 99%

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

Bedenlier

Bond

Buntins

et al. 2020

AJET

139

View full text Add to dashboard Cite

show abstract

“…The lessons were organized in three cycles considering aspects such as objectives, reading-author(s), grammar, vocabulary, reading strategies, and assessment (Lopera-Medina, 2014;Craven, 2003). The students could recall and identify the reading strategies through self-assessment checklists presented in each reading cycle.…”

Section: Implementation Of a Virtual Learning Object In Espmentioning

confidence: 99%

“…For this purpose, going beyond the language classroom walls can be achieved with the implementation of innovative ICT proposals that promote learners' reading competences and strategies. The sustained insertion of new technologies in the field of ELT has been documented by Lopera-Medina (2014). In addition, Clavijo Olarte, Hine, & Quintero (2008) suggest that Virtual Learning Objects (VLOs) have proved to be dynamic, flexible, and cooperative and personalized vehicles to promote strategies for learning foreign languages in virtual environments, specifically reading strategies.…”

Section: Introductionmentioning

confidence: 99%

Virtual Learning Object (VLO) to Promote Reading Strategies in an English for Specific Purposes Environment

Urrego

2019

HOW

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Un objeto virtual de aprendizaje (OVA) para promover estrategias de lectura en un ambiente de inglés con propósitos específicos Abstract This study describes the influence of a Virtual Learning Object in the promotion of reading strategies in a class of English for Specific Purposes for the majors of Social Communication and Journalism at a private institution of higher education in Bogota, Colombia. Students' failure to meet the school standards led to the design and implementation of a virtual tool to support academic achievement. Data came from a sample of 15 students' reading cycle reports, self-assessment of progress, questionnaires, and interviews. Results suggest that the developed VLO did promote the participants' appropriation of reading strategies proposed in the design of the course. The process with the VLO not only prompted higher reading comprehension, but also facilitated and enriched learning experiences.

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“…This tendency leads to a frequent lack of complete comprehension of the English texts they encounter. Therefore, the role of teachers is crucial in finding ways to instill motivation and reading interest in English texts among students (Lopera Medina, 2014). A method is needed to make students feel enthusiastic and joyful about reading English texts, both in terms of education and their daily lives.…”

Section: Introductionmentioning

confidence: 99%

Investigating External Causes for Lack of Reading Motivation among Private High School Students

Rohmah,

Imaniar

2023

MIKAILALSYS. J. of. Multidiscip. Sci.

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This article investigates the critical issue of dwindling reading motivation among high school students in Surabaya, Indonesia, specifically focusing on English texts. Against the global context of the paramount importance of reading proficiency, the data reveal a troubling decline in reading interest, particularly evident among private high school students in metropolitan areas. The study advocates for implementing the multiple intelligences strategy and emphasizes the crucial role of teachers in fostering motivation and interest in reading English texts. Using a descriptive qualitative approach with participants from a Surabaya-based private high school, the research employs convenience sampling, incorporating interviews and observations for data collection. The findings spotlight external factors contributing to students' diminished motivation, encompassing unappealing book covers, underutilized free time, comprehension challenges, and limited book availability. The ensuing discussion underscores the necessity for targeted interventions by educators and policymakers, extending beyond academic success to cultivate a positive reading culture. Such a culture contributes to holistic student development, nurturing cognitive abilities, effective communication skills, and instilling a lifelong love for learning. In conclusion, the study emphasizes the profound implications of investing in a positive reading culture for the personal and intellectual growth of high school students in Indonesia.

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Motivation Conditions in a Foreign Language Reading Comprehension Course Offering Both a Web-Based Modality and a Face-to-Face Modality

Cited by 7 publications

References 17 publications

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

Virtual Learning Object (VLO) to Promote Reading Strategies in an English for Specific Purposes Environment

Investigating External Causes for Lack of Reading Motivation among Private High School Students

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