Center for Modern Languages, Universiti Malaysia Pahang, Gambang, Kuantan, Malaysia.
Faculty of Computing, IBM CoE and ERAS, Universiti Malaysia Pahang, Gambang, Kuantan, Malaysia.
PLoS One. 2020 Aug 28;15(8):e0236862. doi: 10.1371/journal.pone.0236862. eCollection 2020.
Language learning is an emerging research area where researchers have done significant contributions by incorporating technological assistantship (i.e., computer- and mobile-assistant learning). However, it has been revealed from the recent empirical studies that little attention is given on grammar learning with the proper instructional materials design and the motivational framework for designing an efficient mobile-assisted grammar learning tool. This paper hence, reports a preliminary study that investigated learner motivation when a mobile-assisted tool for tense learning was used. This study applied the Attention-Relevance-Confidence-Satisfaction (ARCS) model. It was hypothesized that with the use of the designed mobile- assisted tense learning tool students would be motivated to learn grammar (English tense). In addition, with the increase of motivation, performance outcome in paper- based test would also be improved. With the purpose to investigate the impact of the tool, a sequential mixed-method research design was employed with the use of three research instruments; Instructional Materials Motivation Survey (IMMS), a paper-based test and an interview protocol using a semi-structured interview. Participants were 115 undergraduate students, who were enrolled in a remedial English course. The findings showed that with the effective design of instructional materials, students were motivated to learn grammar, where they were positive at improving their attitude towards learning (male 86%, female 80%). The IMMS findings revealed that students' motivation increased after using the tool. Moreover, students improved their performance level that was revealed from the outcome of paper-based instrument. Therefore, it is confirmed that the study contributed to designing an effective multimedia based instructions for a mobile-assisted tool that increased learners' motivational attitude which resulted in an improved learning performance.
语言学习是一个新兴的研究领域，研究人员通过将技术辅助（即计算机和移动辅助学习）纳入其中做出了重大贡献。然而，最近的实证研究表明，在语法学习方面，很少关注适当的教学材料设计和设计高效的移动辅助语法学习工具的激励框架。因此，本文报告了一项初步研究，该研究调查了使用移动辅助工具进行时态学习时学习者的动机。本研究应用了注意-相关性-置信度-满意度（ARCS）模型。假设使用设计好的移动辅助时态学习工具，学生会有学习语法（英语时态）的动机。此外，随着动机的增加，基于纸张的测试中的表现也会得到提高。为了调查该工具的影响，采用了顺序混合方法研究设计，使用了三种研究工具：教学材料动机调查（IMMS）、基于纸张的测试和使用半结构化访谈的访谈协议。参与者是 115 名参加英语补习课程的本科生。研究结果表明，通过有效的教学材料设计，学生有学习语法的动机，他们对改善学习态度持积极态度（男生 86%，女生 80%）。IMMS 的研究结果表明，学生在使用工具后动机有所提高。此外，学生提高了他们的表现水平，这从基于纸张的工具的结果中可以看出。因此，可以确认这项研究有助于为移动辅助工具设计有效的多媒体教学，提高学习者的动机态度，从而提高学习成绩。
