Motivational types and transitions in students taking on-offline blended college English program (온-오프라인 결합 교양영어 수강 대학생들의 학습동기 유형과 변화)

Kim， Tae-Young (김태영); 김은주; Heyoung Kim (김혜영)

Motivational types and transitions in students taking on-offline blended college English program

Modern English Education
Abbr : MEESO
2011, 12(1), pp.126~156
Publisher : The Modern English Education Society
Research Area : Humanities > English Language and Literature > English Language Teaching

Kim， Tae-Young ¹, 김은주 ², Heyoung Kim ¹

¹중앙대학교
²한양여자대학

Accredited

ABSTRACT

This case study explores motivational changes of the students who took an online/offline blended college English course for one semester. 126 first-year undergraduate students participated in this course and completed two different sets of questionnaire on their motivational subcomponents, demotivational characteristics, and perceived self-confidence toward English speaking. Each lesson was designed based on the principle of task-based language teaching. In order to maximize the effect of speaking-focused offline tasks, before attending the offline classes, all participants were required to complete online self-study materials mostly on English listening,reading, vocabulary, and grammar. Data analyses indicated that students' motivation did not decrease and maintained after the completion of the semester-long college English course. Moreover, students' self-confidence toward English speaking increased in a statistically significant manner. This study implies that blended college English course is a promising alternative for maintaining students' English learning motivation by providing tailor-made scaffolding for each student while completing speakingenhanced online tasks.

KEYWORDS

English learning motivation, motivational type, motivational change, learning style, blended e-learning, task-based language teaching

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This paper was written with support from the National Research Foundation of Korea.

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