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Features affecting task-motivation in English for academic purposes online learning
|Title:||Features affecting task-motivation in English for academic purposes online learning|
|Authors:||Agnesia, Riana Helen|
|Advisor:||Brown, James D.|
|Abstract:||Motivation has been viewed as one of the most important factors contributing to language learning success. Recent research on situation-specific learning focusing on task-motivation has shown that students‟ motivations change in different learning situations. This current study looks at the motivational variables affecting students‟ intrinsic motivation in an English for Academic Purposes (EAP) online learning environment. The primary aim of this study was to validate a survey questionnaire that will be used to measure task-motivation for online courses in an EAP context. In this study, using Self-Determination Theory (SDT) as a framework, the survey questionnaire was developed using the Intrinsic Motivation Inventory (IMI) and administered to four EAP online courses to investigate how students‟ perceived autonomy, competence, relatedness, and task value affected their reported enjoyment and effort. A total of 141 reports were collected and analyzed using multiple regressions. The results showed that autonomy, competence, and task value variables can be used to predict students‟ enjoyment. However, amongst those four predictors, only task value and relatedness can be used to predict students‟ effort. This study has implications for future research and for teachers in designing motivating tasks in an online learning environment.|
|Appears in Collections:||SLS Papers|
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