Effects of New Media on English Language Learning Motivation at Tertiary Level

Md. Mahadhi Hasan, Md. Abdullah Al Younus, Faridah Ibrahim, Mainul Islam, Md. Moinul Islam

Abstract


Different new media tools like Facebook, blogs, wikis, Google docs and YouTube are perceived to have effects on English language (L2) learner motivation at the tertiary level in Bangladesh. However, the effects of new media usage on L2 learner motivation are not defined yet in the context. This study investigates the effects of new media usage on L2 learner motivation at the tertiary level. A qualitative research design is used throughout the study to collect and analyze the data. Data were collected through six Focus Group Discussion (FGD) with 30 tertiary level English language learners from eight universities located in Bangladesh. The findings of the study show that new media usage in English language learning motivates learners immensely, transforms dependent and passive learners into active and autonomous learners, makes them participatory, engaging and enthusiastic in learning, and works as a supplement to the classroom teachings. However, culturally inappropriate and wrong interpretation of some language contents in new media tools demotivates learners. Therefore, the usage of new media tools in enhancing learner motivation needs to be keenly monitored to reduce adverse effects. The study recommends future research to be conducted to assess the negative washback of new media usage affecting L2 learners.


Keywords


Audio-visual, Autonomous Learner, Demotivation, L2, Motivation, New Media, Tertiary Level

Full Text:

PDF

References


Alexandra, S., Hanna, S., Sommer, A., & Svensson, H. (2019). Incorporating digital gaming and applications in the classroom and its effects on motivation and learning among EFL learners. Retrieved in March 2019 from https://muep.mau.se/handle/2043/27963.

Al-Jarf, R., & Bockarova, M. (2018). Exploring Discourse and Creativity in Facebook Creative Writing by Non-Native Speakers. In Empirical Research on Semiotics and Visual Rhetoric (pp. 1-31). IGI Global.

Alsubaie, A., & Madini, A. A. (2018). The Effect of Using Blogs to Enhance the Writing Skill of English Language Learners at a Saudi University. Global Journal of Educational Studies, 4(1), 13.

ArÕkana, A., Tara, H. U. (2010). Contextualizing young informants' English lessons with cartoons: Focus on grammar and vocabulary. Procedia Social and Behavioral Sciences, 2, 5212-5215.

Aydin, S. (2014). The use of blogs in learning English as a foreign language. Mevlana International Journal of Education (MIJE), 4(1), 244-259.

Brook, J. (2011). The affordances of YouTube for language learning and teaching. Hawaii Pacific University TESOL Working Paper Series 9(1, 2), 37-56.

Balaji, M. S., & Chakrabarti, D. (2010). Student interactions in online discussion forum: Empirical research from 'media richness theory' perspective. Journal of Interactive Online Learning, 9(1), 1-22.

Charcopa, G., & Paula, A. (2018). Teaching English Through Music to The 8th Level 0f Basic Education Students with Learning Difficulties at Margarita Cortes Educational Institution in Esmeraldas, 2017 (Doctoral dissertation, Ecuador-PUCESE-Escuela de Lingüística Aplicada).

Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605-616.

Creswell, J. W. (2015). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Enhanced Pearson eText with Loose-Leaf Version--Access Card Package. Pearson Education, Inc.

Creswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed methods research.

Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage.

de Andrés Martínez, C. (2012). Developing metacognition at a distance: sharing students' learning strategies on a reflective blog. Computer Assisted Language Learning, 25(2), 199-212.

Evans, T. (1995). Globalization, post‐Fordism and open and distance education. Distance Education, 16(2), 256-269.

Farmand, Z. & Pourgharib, B. (2013). The Effect of English Songs on English Informants Pronunciation. International Journal of Basic Sciences & Applied Research, 2 (9), 840-846.

Fethi, K., & Marshall, H. W. (2018). Flipping movies for dynamic engagement. In Innovations in Flipping the Language Classroom (pp. 185-202). Springer, Singapore.

Freiermuth, M. R. (2017). 'I Found It! 'A smartphone GPS treasure-hunting game in a flipped English class. Innovation in Language Learning and Teaching, 11(2), 101-108.

Hamuddin, B., & Muzdalifah, I. (2018). Blogs as Powerful Learning Tools: The Perception from EFL Students in Indonesia.

Hasan, M. M., & Ibrahim, F. (2017). Effects of Blog, Wiki and Google Docs in Learning English Language: A Study of Bangladesh at Tertiary Level. Infrastructure University Kuala Lumpur Research Journal (IUKLRJ), 5(1).

Hasan, M. M., & Rahman, M. A. (2017). Impacts of Language Lab in Transforming Traditional Learners into Autonomous Learners. Dhaka International University Journal, 9(2).

Hasan, M. M., Hossain, M. M., Bhuiyan, M. A., & Mahmud, M. Z. A. (2016). Impacts of Digitization on L2 Teaching and Learning in Bangladesh: A Study of Tertiary Level. Journal of Society and Progress, 2(1).

Hasan, M. M., & Labonya, N. A. (2016). Using Facebook in ELT: Higher secondary teachers' perspective in Bangladesh. European American J, 4(9), 86-100.

Humaira, S. A. (2018). Students' Attitudes towards Self-Directed Learning out of Classroom: Indonesian Context. World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences, 5(1).

June, S., Yaacob, A., & Kheng, Y. K. (2014). Assessing the Use of YouTube Videos and Interactive Activities as a Critical Thinking Stimulator for Tertiary Students: An Action Research. International Education Studies, 7(8), 56-67.

Kayaoglu, M. N., Akbas, R. D., & Ozturk, Z. (2011). A small scale experimental study: Using animations to learn vocabulary. The Turkish Online Journal of Educational Technology, 10(2), 24-30.

Khusnita, D. (2017). The Use of Facebook to Improve Students' Skill and Increase Their Motivation in Writing Recount Text. In English Language and Literature International Conference (ELLiC) Proceedings (Vol. 1, pp. 75-81).

Kilickaya, F., & Krajka, J. (2010). Comparative usefulness of online and traditional vocabulary learning. The Turkish Online Journal of Educational Technology, 9(2), 55-63.

Krashen, S. D. (1985). The Input Hypothesis. Harlow: Longman

Krashen, S. D. (1982). Principles and Practices in Second Language Acquisition. Oxford, UK: Pergamon Press.

Lai, Y. S., Tsai, H. H., & Yu, P. T. (2011). Integrating Annotations into a Dual-slide PowerPoint Presentation for Classroom Learning. Educational Technology & Society, 14(2), 43-57.

Lee, I., Yu, S., & Liu, Y. (2018). Hong Kong secondary students' motivation in EFL writing: A survey study. TESOL Quarterly, 52(1), 176-187.

Liu, S. H. J., & Lan, Y. J. (2016). Social Constructivist Approach to Web-Based EFL Learning: Collaboration, Motivation, and Perception on the Use of Google Docs. Educational Technology & Society, 19 (1), 171–186.

Manca, S., & Ranieri, M. (2013). Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology‐enhanced learning environment. Journal of Computer Assisted Learning, 29(6), 487-504.

Marwa, M. B. (2017). The Impact of Social Media on Students' Academic Writing in the Department of English at Tlemcen University (Doctoral dissertation, University of Tlemcen).

McCall, F. I. N. L. A. Y. (2017). Using microblogs on Facebook to develop students' academic reading and writing skills. University of Sydney Papers in TESOL, 12.

Metekohy, M. (2010). YouTube statistics. Retrieved June, 2016 from https://scholar.google.com.my/scholar?hl=en&as_sdt=0,5&cluster=5775028417849446150.

Oommen, A. (2012). Teaching English as a Global Language in Smart Classrooms with PowerPoint Presentation. English Language Teaching, 5(12), 54-61.

Pitura, J., & Monika, B. K. (2018). Learning English while exploring the national cultural heritage: Technology-assisted project-based language learning in an upper-secondary school. Teaching English with Technology, 18(1), 37-52.

Sarhandi, P. S. A., Bajnaid, A., & Elyas, T. (2017). Impact of Smartphone Based Activities on EFL Students' Engagement. English Language Teaching, 10(6), 103-117.

Smith, S. A. (2019). Digital Environments and Motivation among Young ESL Learners. The TESOL Encyclopedia of English Language Teaching, 1-8.

Song, H. (2013). Effect of English visual Presentation in Second Language Class. Presented in Asian Conference on Society, Education and Technology 2013. Retrieved in21 June, 2016 from http://iafor.org/archives/offprints/acset2013-offprints/ACSET2013_0713.pdf.

Soomro, A. F., & Farooq, M. U. (2018). EFL Learners' Attitude towards Developing Speaking Skills at the University of Taif, Saudi Arabia. International Journal of English Linguistics, 8(3), 318.

Trajtemberg, C., & Yiakoumetti, A. (2011). Weblogs: A tool for EFL interaction, expression, and self-evaluation. ELT Journal, 65(4), 437-445.

Tsai, C. H., Cheng, C. H., Yeh, D. Y., & Lin, S. Y. (2017). Satisfaction of high school students with a mobile game-based English learning system. International Journal of Mobile Learning and Organisation, 11(2), 131-154.

Vurdien, R., & Puranen, P. (2018). Enhancing Students' Intercultural Competence and Learner Autonomy via Facebook Telecollaboration. In Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching (pp. 240-260). IGI Global.

Vygotsky, L. (1987). Zone of proximal development. Mind in society: The development of higher psychological processes, 5291, 157.

Wang, B. T. (2017). Designing Mobile Apps for English Vocabulary Learning. International Journal of Information and Education Technology, 7(4), 279.

Weinberg, L. (2017). Motivation, Technology and Language Learning. In Essential Competencies for English-medium University Teaching (pp. 295-307). Springer, Cham.

Worley, K. (2011). Educating college students of the net generation. Adult Learning, 22(3), 31-39.




DOI: https://doi.org/10.7575/aiac.alls.v.11n.5p.17

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.