scholarly journals Exploring Interest Formation in English Learning through XploreRAFE+: A Gamified AR Mobile App

2021 ◽  
Vol 13 (22) ◽  
pp. 12792
Author(s):  
Dan Wang ◽  
Mas Nida Md Khambari ◽  
Su Luan Wong ◽  
Abu Bakar Razali
Keyword(s):  
College Students ◽  
Mobile Application ◽  
Learning Experience ◽  
Research Question ◽  
Document Analysis ◽  
Mobile App ◽  
English Learning ◽  
Optimal Learning ◽  
Vocational College ◽  
Cyclical Process

The use of gamification and AR technology is found to have the capacity to enhance students’ interest. In this study, the researchers chose a class in a vocational college in China as a specific case that used the gamified AR mobile application, called XploreRAFE+. This study aimed to explore the use of XploreRAFE+ in the formation of learners’ interest in order to answer the research question: What is the process of interest formation among vocational college students in a gamified AR environment, and how does it sustain students’ motivation in learning English? The data for the study were collected via observations, interviews, and document analysis. The findings of the study indicated that in a gamified AR environment, vocational college students’ interest was triggered by piquing curiosity. This then led to optimal learning experiences, where eventually the students began to have positive perceptions of English lessons and were motivated to extend learning experience on their own. These three components of interest formation formed a dynamic loop where interest formation was developed in a cyclical process. It is proposed that a cyclical formation of interest developed through a gamified AR environment over time could sustain learners’ motivation.

scholarly journals A Study on Students’ Learning Motivation of EFL in Taiwanese Vocational College

2012 ◽  
Vol 2 (3) ◽  
pp. 260 ◽  
Author(s):  
Hsiang-Yung Feng ◽  
Jin-Jun Fan
Keyword(s):  
College Students ◽  
High School ◽  
Learning Motivation ◽  
English Learning ◽  
Vocational College ◽  
English Learning Motivation

Due to globalization, the importance of English cannot be overemphasized. Most teachers would assume that the motivation for students to learn English would be stronger than before. The purpose of this study is to explore the English learning motivation among vocational college students of different systems. The aim of the thesis was to understand students’ learning motivation of EFL, and compare the motivation in different students’ background or different systems of vocational college. The results showed that there were no differences on different systems in vocational college, gender and background of high school for students’ learning motivations. The results also found that there were stronger statistically significant between learning motivations and learning achievements.

scholarly journals A Case Study on the Self-directed English Learning Experiences of Korean College Students Using Self-coaching

2021 ◽  
Vol 15 (5) ◽  
pp. 199-214
Author(s):  
Seongjhin Joh ◽  
Byungsun Kim
Keyword(s):  
College Students ◽  
Learning Experience ◽  
Self Control ◽  
Learning Ability ◽  
English Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Korean College Students ◽  
Colaizzi's Method ◽  
Learning English

The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived. The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning. Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.

scholarly journals Exploring Effects of the Second Language Motivational Self System on Chinese EFL Learners’ Willingness to Communicate in English and Implications for L2 Education

2021 ◽  
Vol 2 (4) ◽  
Author(s):  
Tianhao Li ◽  
Zhenqian Liu
Keyword(s):  
College Students ◽  
Learning Experience ◽  
Willingness To Communicate ◽  
English Learning ◽  
Chinese College Students ◽  
L2 Motivational Self System ◽  
Ideal L2 Self ◽  
High Level ◽  
Willingness To Use ◽  
Self System

This study explores how the three components of L2 motivational self-system (Ideal L2 self, Ought-to L2 self and Learning experience) influence Chinese college students’ willingness to communicate in English using a mixure of methods which include a questionnaire survey and individual interviews. Results show that Chinese college students’ ideal L2 self and learning experience would influence their L2 WTC significantly. Students who have a high level of ideal L2 self and more positive English learning experiences are more willing to use English to communicate inside and outside the classroom. Students’ ought-to L2 self has no significant correlation with their L2 WTC. Findings of the study offers some possible implications to improve Chinese college students’ low motivation in English learning and low willingness to use English to communicate.

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