Exploring motivational design and motivation types facilitated by an online support system for learning literature

This paper is a study designed to explore the influence of an Online Support System for learning Literature (LitOSS) on a group of twenty-five Form 4 Malaysian students who generally perceived English Literature as difficult and uninteresting. This asynchronous mode of learning was introduced with t...

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Main Authors:	Adzuhaidah M. Taha, Thang, Siew Ming
Format:	Article
Language:	English
Published:	Penerbit UKM 2014
Online Access:	http://journalarticle.ukm.my/7198/ http://journalarticle.ukm.my/7198/ http://journalarticle.ukm.my/7198/1/5490-16484-2-PB.pdf

id	ukm-7198
recordtype	eprints
spelling	ukm-71982016-12-14T06:43:22Z http://journalarticle.ukm.my/7198/ Exploring motivational design and motivation types facilitated by an online support system for learning literature Adzuhaidah M. Taha, Thang, Siew Ming This paper is a study designed to explore the influence of an Online Support System for learning Literature (LitOSS) on a group of twenty-five Form 4 Malaysian students who generally perceived English Literature as difficult and uninteresting. This asynchronous mode of learning was introduced with the intention of enhancing the students‟ motivation to learn English literature through a blended learning environment. LitOSS featured seven literature topics encompassing poems, short stories and novel, presented in the forms of online text-based materials, graphics and videos. This study was framed by the Social Cognitive Theory (SCT) of language learning, Keller‟s (1987) Attention, Relevance, Confidence and Satisfaction (ARCS) Model and the Social Cognitive Model of Motivation (SCMM). The motivational design of the system and the prevalent types of motivation facilitated by the system were measured using two sets of questionnaires (i.e. the adapted versions of WebMac Sr. 4.0 and Motivated Strategies for Learning Questionnaire (MSLQ)) and a focus group interview. Findings from the study support the prediction that LitOSS would significantly enhance students‟ motivation to learn literature due to its highly motivating design. It was also discovered that not only did the system promote self-efficacy and a high control of learning, it also motivated the students extrinsically and intrinsically. Penerbit UKM 2014-06 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/7198/1/5490-16484-2-PB.pdf Adzuhaidah M. Taha, and Thang, Siew Ming (2014) Exploring motivational design and motivation types facilitated by an online support system for learning literature. GEMA: Online Journal of Language Studies, 14 (2). pp. 109-122. ISSN 1675-8021 http://ejournal.ukm.my/gema/index
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	This paper is a study designed to explore the influence of an Online Support System for learning Literature (LitOSS) on a group of twenty-five Form 4 Malaysian students who generally perceived English Literature as difficult and uninteresting. This asynchronous mode of learning was introduced with the intention of enhancing the students‟ motivation to learn English literature through a blended learning environment. LitOSS featured seven literature topics encompassing poems, short stories and novel, presented in the forms of online text-based materials, graphics and videos. This study was framed by the Social Cognitive Theory (SCT) of language learning, Keller‟s (1987) Attention, Relevance, Confidence and Satisfaction (ARCS) Model and the Social Cognitive Model of Motivation (SCMM). The motivational design of the system and the prevalent types of motivation facilitated by the system were measured using two sets of questionnaires (i.e. the adapted versions of WebMac Sr. 4.0 and Motivated Strategies for Learning Questionnaire (MSLQ)) and a focus group interview. Findings from the study support the prediction that LitOSS would significantly enhance students‟ motivation to learn literature due to its highly motivating design. It was also discovered that not only did the system promote self-efficacy and a high control of learning, it also motivated the students extrinsically and intrinsically.
format	Article
author	Adzuhaidah M. Taha, Thang, Siew Ming
spellingShingle	Adzuhaidah M. Taha, Thang, Siew Ming Exploring motivational design and motivation types facilitated by an online support system for learning literature
author_facet	Adzuhaidah M. Taha, Thang, Siew Ming
author_sort	Adzuhaidah M. Taha,
title	Exploring motivational design and motivation types facilitated by an online support system for learning literature
title_short	Exploring motivational design and motivation types facilitated by an online support system for learning literature
title_full	Exploring motivational design and motivation types facilitated by an online support system for learning literature
title_fullStr	Exploring motivational design and motivation types facilitated by an online support system for learning literature
title_full_unstemmed	Exploring motivational design and motivation types facilitated by an online support system for learning literature
title_sort	exploring motivational design and motivation types facilitated by an online support system for learning literature
publisher	Penerbit UKM
publishDate	2014
url	http://journalarticle.ukm.my/7198/ http://journalarticle.ukm.my/7198/ http://journalarticle.ukm.my/7198/1/5490-16484-2-PB.pdf
first_indexed	2023-09-18T19:49:02Z
last_indexed	2023-09-18T19:49:02Z
_version_	1777406095184101376

Exploring motivational design and motivation types facilitated by an online support system for learning literature

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