THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
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ARCS动机模型对学生英语学习动机的影响
DOI：
10.46827/ejfl.v0i0.478
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发表时间：
2017
期刊：
影响因子：
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通讯作者：
Ilknur Kecik
中科院分区：
文献类型：
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作者：
Pinar Kurt;Ilknur Kecik
本研究旨在考察ARCS动机模型（Keller，2010）对大学预科班学生学习动机的影响。为此，ARCS动机模型策略被插入到教学设计通过详细的课程计划，这是适用于整个十周。为了解ARSC模式的效果，在研究开始和结束时进行了课程兴趣调查（CIS）和教材动机调查（IMMS）。CIS的结果表明，一个显着的增长，因为学生表现出更高的课程动机的基础上，在研究结束时的整体CIS结果。CIS进行了评估，在每个ARCS类别，并观察到在所有尺度的显着差异。结果表明，ARCS模式插入语言教学对学生的各种课程动机都有积极的影响。为了更深入地了解学生的教学动机，本研究分别对IMMS的两个分量表进行了测试，结果显示两个分量表的得分都存在显著差异。学生的教学材料的动机增加。文章可视化：
The present study was designed to examine the effects of ARCS motivational model (Keller, 2010) on university prep class students’ motivation. For this purpose, ARCS motivational model strategies were inserted to the instructional design via detailed lesson plans which were applied throughout ten weeks. To find out the effects of ARSC model Course Interest Survey (CIS) and Instructional Materials Motivation Survey (IMMS) were administered at the beginning and end of the study. The results of CIS indicated a significant increase since students showed higher course motivation based on the overall CIS results at the end of the study. CIS was evaluated in terms of each ARCS category and a significant difference was observed in all scales. The results showed that the ARCS model inserted language instruction had positive influence on students’ course motivation in all categories. As for IMMS results a significant difference in students’ instructional motivation scores was found. For a deeper understanding, two subscales of IMMS were assessed separately and the results revealed significant differences in both subscales. Students’ instructional materials motivation increased. Article visualizations: