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Exploring motivational design and motivation types facilitated by an online support system for learning literature

This paper is a study designed to explore the influence of an Online Support System for learning Literature (LitOSS) on a group of twenty-five Form 4 Malaysian students who generally perceived English Literature as difficult and uninteresting. This asynchronous mode of learning was introduced with t...

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Main Authors: Adzuhaidah M. Taha,, Thang, Siew Ming
Format: Article
Language:English
Published: Penerbit UKM 2014
Online Access:http://journalarticle.ukm.my/7198/1/5490-16484-2-PB.pdf
http://journalarticle.ukm.my/7198/
http://ejournal.ukm.my/gema/index
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spelling my-ukm.journal.71982016-12-14T06:43:22Z http://journalarticle.ukm.my/7198/ Exploring motivational design and motivation types facilitated by an online support system for learning literature Adzuhaidah M. Taha, Thang, Siew Ming This paper is a study designed to explore the influence of an Online Support System for learning Literature (LitOSS) on a group of twenty-five Form 4 Malaysian students who generally perceived English Literature as difficult and uninteresting. This asynchronous mode of learning was introduced with the intention of enhancing the students‟ motivation to learn English literature through a blended learning environment. LitOSS featured seven literature topics encompassing poems, short stories and novel, presented in the forms of online text-based materials, graphics and videos. This study was framed by the Social Cognitive Theory (SCT) of language learning, Keller‟s (1987) Attention, Relevance, Confidence and Satisfaction (ARCS) Model and the Social Cognitive Model of Motivation (SCMM). The motivational design of the system and the prevalent types of motivation facilitated by the system were measured using two sets of questionnaires (i.e. the adapted versions of WebMac Sr. 4.0 and Motivated Strategies for Learning Questionnaire (MSLQ)) and a focus group interview. Findings from the study support the prediction that LitOSS would significantly enhance students‟ motivation to learn literature due to its highly motivating design. It was also discovered that not only did the system promote self-efficacy and a high control of learning, it also motivated the students extrinsically and intrinsically. Penerbit UKM 2014-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/7198/1/5490-16484-2-PB.pdf Adzuhaidah M. Taha, and Thang, Siew Ming (2014) Exploring motivational design and motivation types facilitated by an online support system for learning literature. GEMA: Online Journal of Language Studies, 14 (2). pp. 109-122. ISSN 1675-8021 http://ejournal.ukm.my/gema/index
institution Universiti Kebangsaan Malaysia
building Perpustakaan Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description This paper is a study designed to explore the influence of an Online Support System for learning Literature (LitOSS) on a group of twenty-five Form 4 Malaysian students who generally perceived English Literature as difficult and uninteresting. This asynchronous mode of learning was introduced with the intention of enhancing the students‟ motivation to learn English literature through a blended learning environment. LitOSS featured seven literature topics encompassing poems, short stories and novel, presented in the forms of online text-based materials, graphics and videos. This study was framed by the Social Cognitive Theory (SCT) of language learning, Keller‟s (1987) Attention, Relevance, Confidence and Satisfaction (ARCS) Model and the Social Cognitive Model of Motivation (SCMM). The motivational design of the system and the prevalent types of motivation facilitated by the system were measured using two sets of questionnaires (i.e. the adapted versions of WebMac Sr. 4.0 and Motivated Strategies for Learning Questionnaire (MSLQ)) and a focus group interview. Findings from the study support the prediction that LitOSS would significantly enhance students‟ motivation to learn literature due to its highly motivating design. It was also discovered that not only did the system promote self-efficacy and a high control of learning, it also motivated the students extrinsically and intrinsically.
format Article
author Adzuhaidah M. Taha,
Thang, Siew Ming
spellingShingle Adzuhaidah M. Taha,
Thang, Siew Ming
Exploring motivational design and motivation types facilitated by an online support system for learning literature
author_facet Adzuhaidah M. Taha,
Thang, Siew Ming
author_sort Adzuhaidah M. Taha,
title Exploring motivational design and motivation types facilitated by an online support system for learning literature
title_short Exploring motivational design and motivation types facilitated by an online support system for learning literature
title_full Exploring motivational design and motivation types facilitated by an online support system for learning literature
title_fullStr Exploring motivational design and motivation types facilitated by an online support system for learning literature
title_full_unstemmed Exploring motivational design and motivation types facilitated by an online support system for learning literature
title_sort exploring motivational design and motivation types facilitated by an online support system for learning literature
publisher Penerbit UKM
publishDate 2014
url http://journalarticle.ukm.my/7198/1/5490-16484-2-PB.pdf
http://journalarticle.ukm.my/7198/
http://ejournal.ukm.my/gema/index
_version_ 1643737043183861760
score 13.211869

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