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- Title
- The Effect of ARCS-Based Motivational Email Messages on Participation in an Online ESOL Class.
- Creator
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Trotta, James, Klein, James D., McDowell, Stephen D., Darabi, Aubteen, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology...
Show moreTrotta, James, Klein, James D., McDowell, Stephen D., Darabi, Aubteen, Almond, Russell G., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less - Abstract/Description
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The purpose of this study was to measure the impact of ARCS-based motivational email messages (MVEMs) on student participation in a free online English for Speakers of other Languages (ESOL) course. The course consisted of 10 communicative tasks and learners were to complete two tasks per week for five weeks. Each task involved pre-task activities with model language before students completed the communicative task by posting on the class message board. Students received task instructions via...
Show moreThe purpose of this study was to measure the impact of ARCS-based motivational email messages (MVEMs) on student participation in a free online English for Speakers of other Languages (ESOL) course. The course consisted of 10 communicative tasks and learners were to complete two tasks per week for five weeks. Each task involved pre-task activities with model language before students completed the communicative task by posting on the class message board. Students received task instructions via email. The independent variable (IV) for the study was type of email students received. The IV had three levels. The control group received task instructions via email. The experimental groups received the same task instructions with added ARCS-based motivational messages related to relevance, confidence, and volition. One experimental group received non-personalized relevance messages while the second experimental group received personalized relevance messages. Students received two emails per week for five weeks during the course. The emails were sent regardless of participation or performance so even students who did not complete any communicative tasks were sent 10 emails with instructions and, depending on group assignment, motivational messages. I measured participation based on number of students who completed at least one task, number of tasks completed, number of words written, number of visits to pre-task webpages, and time logged in to the class message board. Results suggest that ARCS-based MVEMs may encourage students to participate in free online language classes as both experimental groups outperformed the control group. No clear difference was found between the personalized and non-personalized MVEM groups. I also asked students for their thoughts about participation in the class. A qualitative content analysis revealed that students blamed commitments such as work, school, and family for lack of participation in the free ESOL class. Students credited the communicative tasks when they participated in the class. Students who received MVEMs appreciated the confidence and volitional messages. Implications for increasing student participation in free, online language courses are provided.
Show less - Date Issued
- 2017
- Identifier
- FSU_2017SP_Trotta_fsu_0071E_13767
- Format
- Thesis
- Title
- Exploring the Effectiveness of Collaborative Assessment Preparation with Immediate Feedback in an Intensive Adult English as a Second Language Classroom.
- Creator
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Peters, Sabine U., Klein, James D., Milligan, Jeffrey Ayala, Dennen, Vanessa P., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational...
Show morePeters, Sabine U., Klein, James D., Milligan, Jeffrey Ayala, Dennen, Vanessa P., Roehrig, Alysia D., Florida State University, College of Education, Department of Educational Psychology and Learning Systems
Show less - Abstract/Description
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Learning to speak a foreign language can be a difficult and time-consuming endeavor, involving verbal exchanges in a target language. It is a process that includes learning about, understanding, and to some extent identifying with members of another culture who speak a different language. The inclusion of collaborative activities in the language classroom provides a natural setting for conversation and increases the learners' opportunity to use the target language. When working in small...
Show moreLearning to speak a foreign language can be a difficult and time-consuming endeavor, involving verbal exchanges in a target language. It is a process that includes learning about, understanding, and to some extent identifying with members of another culture who speak a different language. The inclusion of collaborative activities in the language classroom provides a natural setting for conversation and increases the learners' opportunity to use the target language. When working in small groups or in pairs, students are practically forced to communicate to accomplish a learning task. Students learn together so they are subsequently able to perform better individually. The primary purpose of the current study was to examine if a collaborative assessment preparation strategy with immediate feedback used in an intensive adult English language program at the Defense Language Institute English Language Center (DLI) had an effect on achievement, confidence and satisfaction with the learning experience. A secondary purpose was to examine the relationships among students' entry proficiency level, language anxiety, confidence, satisfaction and achievement when DLI students used the collaborative strategy. DLI provides English language training to members of foreign militaries from over 100 countries. This quasi-experimental study included 76 participants from 21 different countries, enrolled in upper-intermediate General English courses at DLI. The instructional intervention used by participants in the experimental group included individual and pair completion of practice quizzes using immediate feedback assessment technique (IF AT) answer sheets. Participants in the control condition went through the same lesson plans as their experimental group peers but without completing any of the practice quizzes. Data were collected over the course of one week using test scores, survey instruments, interviews and classroom observations. Results showed that there was no significant difference between control group and experimental group on the outcome measures. However, the relationship between confidence and achievement was significant. Analysis of learner perceptions of the instructional strategy revealed three overarching themes: (1) students valued collaborating and discussing with peers during quiz completion; (2) the feedback they received; and (3) learning from their mistakes. Students perceived making mistakes and disagreements with their partners as less enjoyable. Instructors mentioned the immediate feedback learners received, the active learner engagement, and learner confidence as the most beneficial attributes of the intervention. The overarching concern of instructors was the time it took to complete the quizzes, due to the already limited time available to cover course content. Limitations of the study include the short data collection period resulting in limited exposure to the intervention, the uniqueness of the participants, and the inclusion of only upper-intermediate level books in the experiment. Future research should include all levels of the General English curriculum, participant scores from practice quizzes, and learner perceptions by culture group.
Show less - Date Issued
- 2015
- Identifier
- FSU_migr_etd-9426
- Format
- Thesis
