Motivation in the EFL classroom: enhancing reading to Secondary Education students through ICTs
Visualitza/
Metadades
Mostra el registre complet de l'elementcomunitat-uji-handle:10234/158176
comunitat-uji-handle2:10234/71345
comunitat-uji-handle3:10234/92228
comunitat-uji-handle4:
TFG-TFMMetadades
Títol
Motivation in the EFL classroom: enhancing reading to Secondary Education students through ICTsAutoria
Tutor/Supervisor; Universitat.Departament
Bellés Fortuño, Begoña; Universitat Jaume I. Departament d'Estudis AnglesosData de publicació
2021-07-22Editor
Universitat Jaume IResum
One of the most persistent problems that secondary education teachers face in the
English as a Foreign Language (EFL) classroom is students’ lack of motivation.
However, motivation is essential since it “provides ... [+]
One of the most persistent problems that secondary education teachers face in the
English as a Foreign Language (EFL) classroom is students’ lack of motivation.
However, motivation is essential since it “provides the primary impetus to initiate
learning the L2 and later the driving force to sustain the long and often tedious learning
process’’ (Dörnyei, 1998:117). For this reason, abundant research has focused on the
influence of motivation in learners’ acquisition of a second language (L2) or Foreign
Language (FL) throughout the last few decades. In a technological era that has changed
the way we teach and learn, the beneficial effects of incorporating Information and
Communication Technologies (ICTs) to boost students’ motivation have also been widely
recognised by several studies. Nonetheless, these have scarcely explored the relationship
between ICTs and students’ motivation in specific skills, and even less in the case of
reading.
Bearing this in mind, this paper addresses this issue by firstly analysing the effects
of ICTs combined with reading strategies on EFL students’ motivation; and secondly, by
determining whether an increase in such motivation is directly beneficial for students’
reading comprehension. A control and an experimental group filled in an initial
motivation for reading questionnaire and were later exposed to two different reading
lessons within the same Didactic Unit (DU), one being motivational and the other
corresponding to the regular teacher’s methodology. The results obtained in a reading
evaluation, a self-evaluation and the motivation for reading post-questionnaire will allow
us to compare both groups’ reading motivation and grades in the reading evaluation, thus
checking to what extent ICTs influence their reading motivation and if a higher
motivation has a direct correlation with a better reading comprehension [-]
Paraules clau / Matèries
Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes | Máster Universitario en Profesor/a de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanzas de Idiomas | Master's Degree in Secondary Education, Vocational Training and Language Teaching | english as a foreign language | foreign language learning (FLL) | motivation | information and communication technologies (ICTs) | reading strategies
Descripció
Treball Final de Màster Universitari en Professor/a d'Educació Secundària Obligatòria i Batxillerat, Formació Professional i Ensenyaments d'Idiomes. Codi SAP419. Curs: 2020/2021
Tipus de document
info:eu-repo/semantics/masterThesisDrets d'accés
info:eu-repo/semantics/openAccess