Motivational factors and learners' strategies in the English as a second language classroom at Universiti Teknologi Malaysia with special reference to computer assisted language learning

Abstract

The aim of this study is to investigate the motivational orientations affecting ESL learers in learing English and to identify learners' learning strategies when dealing with CALL instruction at Universiti Teknologi Malaysia. Specifically, the study seeks to investigate: Cl) Motivational orientations when learning English in a conventional classroom, (2) Motivational orientations when learning English in a CALL classroom, and (3) Learners' strategies when learing English using computers. The data for the study were collected using two research tools: questionnaires and interviews. Two types of analyses, that is a Crosstabs and a Chi- Square tests were applied to the data. This thesis is divided into six chapters. Chapter One presents the research context of the study. It also describes the significance of the study by addressing major questions concerning students' motivation when learning English at UTM. Chapter Two reviews the literatue on motivational orientations and learning strategies to put the study in the broader research context. Chapter Three describes the sampling, research instruments and data collection procedures employed in the present study. Chapter Four analyses and presents the findings in relation to students' motivational orientations when learning English in a conventional classroom and in a CALL classroom. Chapter Five describes the findings in respect of students' learning strategies specifically when dealing with CALL tasks. Chapter Six presents a summary of the major research findings and ilustrates how the findings of the investigation relate to previous research findings. The chapter also indicates the implications of the findings for pedagogy, discusses the study limitations, and finally offers suggestions for future research. The research results provide evidence that students put effort into learning English, showed a positive attitude, a strong desire, low anxiety, and high expectations when learning English using computers. The results also show that students used a wide range of strategies when working with computers, that is, metacognitive, affective, cognitive and social strategies. Based on the results of the study, the recommendation is made that if CALL is to be integrated in the English language curriculum at UTM, students' motivational orientations and learing strategies should be considered for effective teaching and learning.