|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|372962||622278||2016||16 صفحه PDF||سفارش دهید||دانلود رایگان|
این مقاله ISI می تواند منبع ارزشمندی برای تولید محتوا باشد.
- تولید محتوا برای سایت و وبلاگ
- تولید محتوا برای کتاب
- تولید محتوا برای نشریات و روزنامه ها
پایگاه «دانشیاری» آمادگی دارد با همکاری مجموعه «شهر محتوا» با استفاده از این مقاله علمی، برای شما به زبان فارسی، تولید محتوا نماید.
This study examined how mobile inquiry-based learning (M-IBL) influenced students' learning motivation and achievement in accordance with motivational theory. It bridges a research gap by investigating the learning effectiveness of motivational design in M-IBL in a formal English as a Foreign Language (EFL) /L2 educational context. Two entire classes were recruited to participate in a six-week study. The experimental group undertook M-IBL that was embedded with motivational strategies (MSs) containing motivational elements of attention, relevance, confidence, and satisfaction (ARCS). In contrast, the control group were provided with M-IBL without MSs. The results indicated that although there was no significant difference in learning achievement between the two groups, the students who received M-IBL instruction with motivational enhancement had significantly greater learning motivation than students who received M-IBL instruction without MSs. When analysing the components of the ARCS model separately, it was found that the students who participated in M-IBL with embedded ARCS MSs showed a significantly higher level of motivation in the dimension of ARCS-relevance, ARCS-confidence, and ARCS-satisfaction than those who participated in M-IBL without MSs. In light of this, instructional design suggestions that incorporate motivationally enhanced strategies for M-IBL in language learning contexts are provided.
Journal: System - Volume 59, July 2016, Pages 100–115