The effects of technology on students' achievement motivation in Chinese college English classes
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This study examined the effects of technology on students’ achievement motivation in the context of Chinese college English classes. One hundred and fifty undergraduate students in seven different colleges and universities in Shanghai, China were tested and ninety-seven of them were observed in order to explore the correlation between their achievement motivation and the technology used in their English classes. Data sources included the Motivated Strategies for Learning Questionnaire (MSLQ), technology questionnaire, and class observations. The results showed that the teachers’ frequency and proficiency of using technology in English classes has no statistically significant relationship with student’s motivation. However, some other factors and condition of teacher’s role in using technology still need to be considered. Student’s perception of using technology and majors had significant relationship with student’s motivation. But with the use of technology, the effect of major is no longer significant. The results of this study indicate that teachers and educators should pay more attention to the conditions under which technology could be used efficiently including both teacher and students’ roles when applying technology in language learning classrooms.