Motivation in the EFL classroom: enhancing reading to Secondary Education students through ICTs
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Mostrar el registro completo del ítemcomunitat-uji-handle:10234/158176
comunitat-uji-handle2:10234/71345
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Título
Motivation in the EFL classroom: enhancing reading to Secondary Education students through ICTsAutoría
Tutor/Supervisor; Universidad.Departamento
Bellés Fortuño, Begoña; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2021-07-22Editor
Universitat Jaume IResumen
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 [-]
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Descripción
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
Tipo de documento
info:eu-repo/semantics/masterThesisDerechos de acceso
info:eu-repo/semantics/openAccess