Computer Assisted Language Learning And Motivation Essay

The relationship between Computer-Assisted Language Learning and motivation

Call in language teaching involves the use of computer technology to help in the process of presenting, reinforcing, and assessing learning materials that places emphasis on interactive elements. Computer Assisted Language Learning (CALL) involves the use of Information and Communication Technologies (ICT) in learning and teaching a second or foreign language ranging from research to course development. Many researchers have investigated the effectiveness of CALL in improving language skills and have found it to be very effective for both language learners and teachers (Warshauer and Healey, 1998). Some studies have indicated a recent increase in the integration of

As a result, various approaches to motivation can focus on cognitive behaviors (such as monitoring and strategy use), non-cognitive aspects (such as perceptions, beliefs, and attitudes), or both. For example, Gottfried (1990) defines academic motivation as “enjoyment of school learning characterized by a mastery orientation; curiosity; persistence; task-endogamy; and the learning of challenging, difficult, and novel tasks” (p. 525). On the other hand, Turner (1995) considers motivation to be synonymous with cognitive engagement, which he defines as “voluntary uses of high-level self-regulated learning strategies, such as paying attention, connection, planning, and monitoring” (p.

Many of the class room activities that a teacher wants students to do are not necessarily in themselves interesting or enjoyable therefore, using more active and volitional forms of extrinsic motivation such as electronic media sources are effective strategies for successful teaching (Ryan & Deci, 2000). Ryan and Deci (2000) proposed a Self Determination Theory (SDT) in order