Effects of e-learning-based Educational Intervention on Motivating Japanese University EFL Learners

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  • 日本人EFL大学生の動機付け向上を目指したブレンド型授業におけるe-ラーニングの効果
  • 日本人EFL大学生の動機付け向上を目指したブレンド型授業におけるe-ラーニングの効果 : 自己決定理論に基づいて
  • ニホンジン EFL ダイガクセイ ノ ドウキ ズケ コウジョウ オ メザシタ ブレンドガタ ジュギョウ ニ オケル e-ラーニング ノ コウカ : ジコ ケッテイ リロン ニ モトズイテ
  • ― 自己決定理論に基づいて ―

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Abstract

The purpose of this study was to examine whether e-learning-based educational intervention using Google Classroom was effective in improving Japanese university EFL learners’ motivation. As many earlier studies that reported favorable results of e-learning suggest, we thought e-learning has immense potential to promote motivation to learn English and active learning. As we chose Self Determination Theory by Deci and Ryan as a theoretical basis, educational intervention was tailored to meet the three psychological needs of autonomy, competency and relatedness. We conducted pre- and post-motivational questionnaires and an English speaking test, and compared two groups. Our educational intervention turned out to lower the motivation of the experimental group. Although there is a possibility that this type of e-learning can be too overwhelming to non-English major students with lower proficiency, we believe we can achieve satisfactory results if the following problems are solved: psychological burden, difficulty, lack of one-on-one communication and poor PC skills. The problem of PC skills, however, may be solved as the students become older and more competent in using PC. As for the speaking test, the experimental group’s average score was better although there was no significant difference. We checked the relationship of the English proficiency test and the speaking test, and found that the experimental group students with lower proficiency did relatively better than students with higher proficiency, suggesting the possibility of effectiveness of educational intervention on lower-level students of the experimental group.

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