Computers in Reading and Writing Skills through the Motivational Lens: SnagitTM, Screencast and E-mail Services

Adnan Yilmaz

doi:10.30935/cet.444110

Abstract

The rapid and continuous developments in computer technologies underscores the need to investigate computers’ impact on students’ motivation in second/foreign language (L2) reading and writing skills. Given this need, the present empirical study aims to examine the effect of computers on students’ motivation in L2 reading and writing skills. 35 students studying in the English Language Teaching Program at a state university in Turkey were firstly given a motivation scale as a pretest. Then they went through a five-week treatment phase during which they carried out various reading and writing activities designed around two different authentic short stories ( The Lottery and The Cask of Amontillado ) by using three different computer programs, namely Snagit TM , Screencast, and e-mail services . Finally, they were again given the motivation scale to determine the change in their motivation level. The analysis of the data indicated a significant increase in student motivation in L2 reading and writing skills. The findings also indicated that the students’ frequency and experience of computer use had no significant influence on L2 reading and writing motivation. Based on these findings, it can be inferred that computers have a positive effect on students’ motivation in L2 reading and writing skills.

Highlights

In recent years, with the developments in computer technologies, the connection between computer technologies and motivation has gained considerable importance in both theoretical and empirical studies related to second/foreign language (L2) teaching and learning
The current study aimed to investigate the impact of the use of computers on L2 students’ motivation in reading and writing skills by designing various activities and tasks
The students went through a five-week treatment during which the students carried out various reading and writing activities and tasks via using three different computer programs (SnagitTM, Screencast.com, and e-mail services)

Summary

Introduction

With the developments in computer technologies, the connection between computer technologies and motivation has gained considerable importance in both theoretical and empirical studies related to second/foreign language (L2) teaching and learning. Beatty (2003) contends that while computers provided restrictive activities such as on-screen written exercises with simple graphics three decades ago, they enable more sophisticated activities and tasks that encompass an integration of sound, animation, video and communication in today’s world. He adds that all these features provide better educational settings and increase learners’ motivation. These include: (a) the novelty effect of working with a new medium rather than the traditional tools of teaching and learning; (b) the provision of independent practice and individualized learning; (c) the opportunity to have immediate feedback and edit work; (d) the development of learner autonomy and self-control over learning processes; (e) the enrichment of language learning materials or activities; and (f) the opportunities to have interaction with both teachers and classmates

Methods

Results

Conclusion