Developing motivation through an ICT cooperation project plan in English between Spanish and German students

Antonio Daniel Juan Rubio

Abstract


This case study aims to research the connection between motivation and real-life experiences in the use of the English language through an ICT cooperation project plan between two centres. Introducing Information and Communication Technologies (ICTs) by means of videoconferences and the Edmodo network, we connect teenagers from different countries who share hobbies and interests. The goal is that students from Spanish 3rd-grade compulsory secondary education or their equivalent 9th-grade German peers use English as a lingua franca to achieve their objectives. This also helps students to acquire a foreign language (English) in a motivating and communicative environment and to develop competencies that are usually relegated to the background in standard English classes. In total, 104 teenagers participated in this study, in which they had to write letters, record a video, and participate in three videoconferences. The research started with an online meeting between the two teams of teachers from both centres in which the general guidelines were set up. The research instruments that the students had to carry out during the project were pictures and letters, videoconferences, and finally a profile on an educational social network. The results show how this cooperation project motivated them to the point that they could end their school year with a better grade than they had before starting the project as they shared interests in the use of English to maintain cooperation with their peers.

Keywords


cooperation; English learning; exchange; lingua franca; motivation

Full Text:

PDF

References


Azimova, S. (2019). The communicative approach in English language teaching. Bulletin of Science and Practice, 5(4), 471-474. https://doi.org/10.33619/2414-2948/41/70

Ceylan, N. O. (2021). The relationship between learner autonomy and motivation. TOJET: The Turkish Online Journal of Educational Technology, 20(4), 150-158.

Chomsky, N. (2002). Syntactic structures. Mouton de Gruyter.

Council of Europe. (2022). Common European framework of reference for languages. https://www.coe.int/en/web/common-european-framework-reference-languages

Delaney, M. L., & Royal, M. A. (2017). Breaking engagement apart: The role of intrinsic and extrinsic motivation in engagement strategies. Industrial and Organizational Psychology, 10(1), 127-140. https://doi.org/10.1017/iop.2017.2

Dorsch, M. (2021). Second language acquisition vs. second language learning. Grin Publishing.

Drakulic, M. (2019). Exploring the relationship between students’ perceptions of the language teacher and the development of foreign language motivation. Theory and Practice in Language Studies, 9(4), 364-370. https://doi.org/10.17507/tpls.0904.02

Elsayed, W. (2021). The negative effects of social media on the social identity of adolescents from the perspective of social work. Heliyon, 7(2), e06327. https://doi.org/10.1016/j.heliyon.2021.e06327

European Commission. (2018). An introduction to the European Union’s international cooperation and development. Directorate-General for International Cooperation and Development. https://data.europa.eu/doi/10.2841/008349

European Commission. (2020). Eramus+ programme guide (Ver. 1). Erasmus+. https://erasmus-plus.ec.europa.eu/sites/default/files/2021-09/erasmus-plus-programme-guide-2020_en.pdf

Fitria, T. (2022). A view of personality a good language learner: An investigation of non-EFL students. Abjadia: International Journal of Education, 7(1), 24-41. https://doi.org/10.18860/abj.v7i1.15667

Haleem, A., Javaid, M., Qadri, M., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. https://doi.org/10.1016/j.susoc.2022.05.004

Herschensohn, J., & Young-Scholten, M. (Eds.). (2018). The Cambridge handbook of second language acquisition. Cambridge University Press.

Hunkler, M. A. (2017). Krashen’s hypothesis: A critical and reflected perspective. Grin Verlag.

Kanwai, R., Hussain, M. S., & Farid, A. (2022). Second language acquisition (SLA) and bilingualism: Impact of mother tongue on English as a second language (ESL) learners. Research Journal of Social Sciences & Economics Review, 3(3), 100-111.

Larrea Espinar, A., & Raigón Rodríguez, A. (2019). The development of culture in English foreign language textbooks. Revista de Lenguas para Fines Específicos, 25(2), 114-133.

Lightbown, P., & Spada, N. (2013). How languages are learned. Oxford University Press.

Lippke, S. (2020). Self-efficacy theory. In V. Zeigler-Hill & T. K. Shackelford (Eds.), Encyclopedia of personality and individual differences (pp. 4722-4727). Springer. https://doi.org/10.1007/978-3-319-24612-3_1167

Marlina, R., & Xu, Z. (2019). English as a lingua franca. In J. L. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-13). John Wiley & Sons. https://doi.org/10.1002/9781118784235.eelt0667

Mulyani, P. (2019). Innatist and interactionist learning approaches of elementary school students’ language acquisition. Jurnal Humaniora, 31(1), 1-8. https://doi.org/10.22146/jh.33457

Nakamura, J., & Csikszentmihalyi, M. (2019). Flow theory and research. In C. R. Snyder & S. J. Lopez (Eds.), Oxford handbook of positive psychology (pp. 195-206). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195187243.013.0018

Ninkovic, S., Adamov, J., & Makivic, N. (2022). Encouraging the motivation of students in primary school: A case study. International Journal of Cognitive Research in Science, Engineering and Education, 10(1), 127-136. https://doi.org/10.23947/2334-8496-2022-10-1-127-136

Ozfidan, B., & Burlbaw, L. M. (2019). A literature-based approach on age factors in second language acquisition: Children, adolescents, and adults. International Education Studies, 12(10), 27-36. https://doi.org/10.5539/ies.v12n10p27

Paudel, P. (2020). Teachers’ skill and motivation in using information and communication technology. Prithvi Journal of Research and Motivation, 2, 20-35. https://doi.org/10.3126/pjri.v2i0.33431

Pavlov, L. P. (1927). Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex. Humphrey.

Piaget, J. (1995). Egocentric thought and sociocentric thought. Routledge.

Ryan, R. M., & Deci, E. L. (2018). Self-determination theory. Basic psychological needs in motivation, development, and wellness. Guildford Press.

Shaver, K. G. (2018). An introduction to attribution processes. Taylor & Francis.

Skinner, D., Gjerde, K. P., & Padgett, M. Y. (2022). Importance of goal and feedback orientation in determining feedback effectiveness. Journal of the Scholarship of Teaching and Learning, 22(3), 55-75. https://doi.org/10.14434/josotl.v22i3.31866

Sun, Y. (2019). An analysis of the factors affecting second language acquisition and its implications for teaching and learning. Journal of Language Teaching and Research, 10(5), 1018-1022. https://doi.org/10.17507/jltr.1005.14

Tambunan, H. (2018). The dominant factor of teacher’s role as a motivator of students’ interest and motivation in mathematics achievement. International Education Studies, 11(4), 144-151. https://doi.org/10.5539/ies.v11n4p144

Thornbury, S. (2017). About language: Tasks for teachers of English. Cambridge University Press.

Upreti, R. (2017). Identity construction: An important issue among adolescents. IOSR Journal of Humanities and Social Science, 22(6), 54-57. https://doi.org/10.9790/0837-2206105457

Ushiada, E. (2020). Language learning motivation. Oxford University Press.

Vâlcea, C. (2020). First language transfer in second language acquisition as a cause for error-making in translations. Diacronia, 11, Article A161. https://doi.org/10.17684/i11A161en

Weiner, B. (2010). The development of an attribution-based theory of motivation: A history of ideas. Educational Psychologist, 45(1), 28-36. https://doi.org/10.1080/00461520903433596

Zhang, W., Deng, L., Zhang, L., & Wu, D. (2022). A survey on negative transfer. IEEE Transactions on Neural Networks and Learning Systems, 10(2), 305-329. https://doi.org/10.1109/JAS.2022.106004




DOI: https://doi.org/10.24815/siele.v11i1.30995

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats