Technology alone does not increase students’ motivation for learning English without proper planning, use and teacher support.
This is the conclusion of a major new article from Oxford University Press, entitled “Using technology to motivate students”.
The paper says, regardless of students’ proficiency and enthusiasm for technology in non-educational settings, matching that enthusiasm when learning English online requires careful implementation.
The findings further highlight the prominent role that training and teachers play in education, even as the role of technology further expands in the sector.
The paper concludes that teachers who carefully consider how best to adopt technology in their approach can have a transformative effect on student motivation. The effectiveness of teachers’ use of technology is linked to the support received from their institution.
The results come from a survey of some leading academics in the sector.
The report argues that technology can have a “significant impact” on motivation by increasing students’ “sense of autonomy, relationship and competence”. Formal and informal learning spaces benefit from well-integrated and ‘context-specific’ technology, but this ‘requires careful preparation and appropriate support for both teachers and students’.
Hayo Reinders, Professor of Teaching English to Speakers of Other Languages (TESOL) and lead author of the report, said: “It has been a privilege to lead this critical work and support a greater understanding of technology and motivation within the English-speaking community. learning.
“The value of technology exists only in the good pedagogical use that teachers make of it and I hope that through our discoveries we can inspire and enable teachers to support learning in new and powerful ways.”
Technology alone does not increase student motivation, says the OUP study
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