The Theoretical Study of Motivational Transfer and Entertainment Use in Self-study CALL
The Theoretical Study of Motivational Transfer and Entertainment Use in Self-study CALL
Noboru Sakai
University of Queensland
This study investigates how best to integrate entertainment aspects into self-study CALL in order to improve L2 learners motivation both effectively and systematically. Three theoretical approaches will be taken to this research question: the synthesis of L2 motivation theories and classroom CALL studies addressing motivational transfer, the extension of classroom CALL application into self-study CALL, and the incorporation of motivational entertainment factors into self-study CALL motivating mechanisms.
From the analysis of the CALL studies based on six current L2 motivational theories (the socio-educational model, self-determination theory, neurobiological approach, task motivation, flow theory, and the process-oriented model), it is elucidated that CALL applications systematically influence improvement in motivation. From this process, not only the interrelations between the theories are found, but also concrete factors affecting each motivational mechanism.
Based on these findings, self-study CALL is discussed as an extension of classroom CALL applications. This indicates that even if self-study CALL cannot always influence communicative factors in the same way as the classroom CALL applications, the other factors that affect classroom CALL applications are directly integrated into self-study CALL.
Furthermore, the entertainment media has systematic psychological functions applicable to the target group, and these psychological functions can be incorporated as effective motivating factors in self-study CALL motivational mechanisms.
Category: Thesis
