The Influence of Technology-enhanced Learning on English Vocabulary Learners' Motivation—Take Baicizhan and Ernie for Example

Abstract

Technology enhanced learning is a new way of learning, which has broad prospects for development. With the continuous development and popularization of information technology, technology-enhanced learning has become a hot spot and trend in the field of education and teaching. However, there are some limitations and challenges to the impact of technology-enhanced learning on students' learning motivation. For example, students need to have a certain degree of autonomy and self-discipline. It can be seen that the study of the influence of technology-enhanced learning on English vocabulary learners' learning motivation can promote the development and application of technology-enhanced learning and promote the integration of technology and education. Finally, it can provide students with more high-quality and convenient learning experience and learning resources. Based on this, this paper studies the influence of technology-enhanced learning on English vocabulary learners' learning motivation.

Keywords

technology-enhanced learning / English vocabulary learning / Learning motivation / Impact analysis

Funding

This paper is the research subject of the Philosophy and Social Science Research project of Jiangsu Universities in 2022: Research on Mobile Learning Model of Business English in the Intelligent Age, subject batch： 2022SJYB1834

References

[1] Gardner R. C., & Lambert W. E.. (1960). Motivational variables in second-language acquisition. Canadian Journal of Psychology Revue Canadienne de Psychologie, 13(4), 26-72.

[2] Al-Hoorie A. H., & Macintyre P. D.. (2020). Integrative Motivation: 60 Years and Counting, 10(3), 16-22.

[3] Gardner R. C.. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edward Arnold, 8(2):16-33.

[4] Macintyre P. D., Dewaele J. M., Macmillan N., & Li C.. (2019). The emotional underpinnings of Gardner's Attitudes and Motivation Test Battery, 1(21):33-43.

[5] Rao P. A., & Raj A. S.. (2004). Motivation in industry. Iup Journal of Managerial Economics, 2(12):15-35.

[6] Banisaeid M., & Huang J..(2015). The role of motivation in self-regulated learning and language learning strategy: in the case of chinese efl learners. International Journal of Applied Linguistics & English Literature, 4(5):36-43.

[7] Noels K. A., Chaffee K., Lou N. M., & Dincer A.. (2016). Self-determination, engagement, and identity in learning german: some directions in the psychology of language learning motivation. Online Submission, 45(15): 16-36.

[8] Bakhtiar A., Hadwin A. F., JM Suárez, AP Fernández, Zamora N., & Pintrich P.. (2022). Motivation from a self-regulated learning perspective: application to school psychology. Canadian Journal of School Psychology, 41(51): 136-143.

[9] Deci E. L., & Ryan R. M..(1985). Intrinsic motivation and self-determination in human behavior. Contemporary Sociology, 3(2):1-6.

[10] H.D. Brown & Wu Yian Introduction (2002). Principles of Language Learning and Teaching (3rd ed., pp. 125-139), Foreign Language Teaching and Research Press.

[11] Danijela Šegedin, & Mirjana Dukić. (2009). The Importance of Learner Beliefs for FL Teaching. Hupe Conference. Hrvatska znanstvena bibliografija i MZOS-Svibor, 13(12):13-64.

[12] Dadi S. (2011). Factors impacting on the motivation on omani students to learn english as an l2. De Montfort University, 32(22):14-64.

[13] Batubara F., Derin T., Putri N. S., & Yudar R. S. (2020). Five factors influencing the students' motivation to learn English as a foreign language: a closer look into montessori classroom environment. REiLA Journal of Research and Innovation in Language, 2(2):76-84.

[14] Golonka E. M., Bowles A. R., Frank V. M., Richardson D. L., & Freynik S.. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1): 70-105.

[15] Kopinska M.,& Lasagabaster D. (2014). Technology-supported foreign language learning: the integration of the web and blogs. Iated, 17(11): 170-205.

[16] Scrivner O., Madewell J., Perez N., & Buckley C..(2016). Augmented reality digital technologies(ARDT) for foreign language teaching and learning. Future Technologies Conference. IEEE, 13(14): 10-15.

[17] Akobirov F.(2017). The Influence of Technology on Language Learning and Motivation with Uzbek EFL and United States ESL Students. (Doctoral dissertation, University of Kansas.), 11(31): 170-205.

[18] Liu Xiaochen. (2019). Spanish Vocabulary Morphology Learning under Augmented Reality Applications. (Doctoral dissertation, Guangdong University of Foreign Studies), 27(21), 30-35.

[19] Li Ying, & Yu Xinhua. (2021). A Research and Empirical Study on the Lack of Motivation in English Learning of Vocational College Students and Countermeasures—A Case Study of Lianyungang Vocational and Technical College, 4(15), 71-75.

[20] Wang Wei. (2022). University English Smart Classroom Teaching Reform Based on ARCS Motivational Incentive Model. Higher Education Journal, 8(4), 4-8.

[21] Pintrich P. R., & De Groot E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1):33-40.

[22] Davis F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3): 319-340.