Perceptions Of Learning Motivation Research Articles

Effects of metalinguistic corrective feedback on novice EFL students' digital game‐based grammar learning performances, perceptions and behavioural patterns

AbstractLearning with digital games has gained considerable popularity. While digital game‐based learning has the potential to improve learners' language learning achievement, engagement and motivation, there still exists a gap when it comes to providing effective feedback to learners within these games. Conventional digital games generally provide learners with immediate error correction, which could be of less help to learners when learning complex language content, such as grammar. In this study, a metalinguistic corrective feedback‐based digital gaming approach is proposed. Moreover, an experiment was conducted to explore how digital games, combined with metalinguistic corrective feedback, affect novice English learners' grammar learning achievement, as well as their perceptions of learning motivation, self‐efficacy and flow experience during learning. Lag sequential analysis was also applied to identify differences in the behavioural patterns of the two groups. A total of 76 university students participated in this study. The experimental group learned the target grammar via digital games combined with metalinguistic corrective feedback, whereas the control group learned with digital games combined with regular feedback, which is immediate error correction. The results suggest that metalinguistic corrective feedback has a positive impact on students' grammar learning, and benefits students who have lower initial intrinsic motivation and self‐efficacy. Different feedback types also lead to diverse learning behaviours. Practitioner notesWhat is already known about this topic Feedback has substantial potential within the domain of digital game‐based learning. Proper instructional theories and strategies should be considered when designing digital games to guide language learners to engage in meaningful learning. What this paper adds Feedback that directs learners to rectify errors by emphasizing grammatical rules and language structures is referred to as metalinguistic corrective feedback. This study proposed a metalinguistic corrective feedback‐based digital gaming approach to explore the efficacy of such feedback in digital games. In addition to learning outcomes, learners' learning behaviour patterns were also recorded and analysed in this study. Implications for practice and/or policy It is potentially worth integrating metalinguistic corrective feedback into digital games to facilitate language learners' learning performances and perceptions. Metalinguistic corrective feedback has the potential to support learners with lower self‐efficacy and motivation to learn complicated language content. Future research can integrate different feedback models into digital games and investigate their effectiveness.

Learning Motivation During COVID-19 Pandemic and the Academic Performance Among Agriculture Students of a State College

Learning motivation has been known to be a basic determinant of academic achievement, and this can be negatively affected by a disease outbreak and a shift in teaching approach. This study aimed to determine the significant relationships among perception of learning motivation during the COVID-19 pandemic, learning motivation level, and academic performance of Bachelor of Science in Agriculture students of Camiguin Polytechnic State College. It used the explanatory-correlational design with a modified adapted questionnaire as the main data gathering instrument. The data were analyzed using descriptive statistics and Pearson correlation tool in the context of the theories of social learning, protection motivation, operant conditioning, goal-setting, and achievement motivation. Results revealed that respondents perceived their learning motivation during the COVID-19 pandemic as highly enhanced, just as they assessed their learning motivation level as high, although their intrinsic motivation was slightly higher than their extrinsic motivation. The correlation test yielded a significant positive relationship between the respondents' perception of their learning motivation during the pandemic and their intrinsic motivation. However, their learning motivation level had not proven significantly related to their academic performance, and neither had their learning motivation during the pandemic.

Students' Perception on the Use of Kahoot as a Learning Media

This study analyzes students' perceptions of Kahoot as a learning evaluation medium. This type of research is descriptive quantitative. The sample in this study was 68 grade 8 junior high school students. Data was collected through a questionnaire with the help of Google Form. Then the data is interpreted and analyzed to see the usefulness of Kahoot! in learning. The results showed that as many as 71.6% of students agreed that Kahoot increased student motivation in the good category; 91.7% of students agree that Kahoot improves learning effectiveness in the very good category; and 81.2% of students agree that Kahoot improves students' knowledge in the good category. Thus students' perceptions of learning motivation, learning effectiveness, and student knowledge can be increased with Kahoot. Therefore, it is recommended that teachers use Kahoot as an alternative media to help teachers evaluate learning

FIRST YEAR LEARNER NURSES PERCEPTIONS ON LEARNING MOTIVATION IN SELF-DIRECTED LEARNING IN A SIMULATED SKILL LABORATORY AT A HIGHER EDUCATION INSTITUTION

Employing self-directed learning (SDL) methodologies, that are associated with improvement in the affective and psychomotor domains, could be advantageous to learner nurses. Despite the efforts to expose students to SDL in a school of nursing in the Western Cape, South Africa, the challenge remains the students’ lack of self-motivation to SDL during clinical activities in the simulated skills laboratory. This article focuses on first year learner nurses’ perceptions of learning motivation (as part of a larger study) in SDL activities in a skills laboratory. An exploratory descriptive quantitative design was used. A sample of 168 respondents was selected through simple random sampling. A self-administered 5-point Likert scale questionnaire was developed. The data was gathered and then analysed by using the Statistical Package for the Social Sciences (SPSS) Version 21 software. Descriptive statistics were used to present the findings. It was found that learner nurses were self-motivated to learn with some challenges during the implementation of SDL.

The Effectiveness of Remedial Intensive Course: A Case Study of a Private University in Northern Taiwan

There has been a rapid growth of English demand in Taiwan. Therefore, English related courses are expected to elevate students’ proficiency to meet the needs. In order to investigate the effectiveness of remedial program, this study aimed at discovering students’ academic performance through a remedial course in a university of science and technology in northern Taiwan. In this study a sample of 57 freshmen signed up to participate in a 5-week intensive English program. Data were collected through pre- and post-tests in the form of mock CSEPT and a survey conducted in this study. The results show students’ performance in the post test was improved and their perception of learning motivation was also enhanced through the remedial instruction.