Learning Foreign Language through an Interactive Multimedia Program: An Experimental Study on the Effects of the Relevance Component of the ARCS Model

This experimental study investigated effects of intrinsic motivation and embedded relevance enhancement within a computer-based interactive multimedia (CBIM) lesson for English as a foreign language (EFL) learners. Subjects, categorized as having a higher or lower level of intrinsic motivation, were...

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Bibliographic Details
Published in:CALICO journal 2002-01, Vol.20 (1), p.81-98
Main Authors: Chang, Mei-Mei, Lehman, James D.
Format: Article
Language:English
Subjects:
Academic learning
Analysis of variance
Computer Assisted Instruction
English (Second Language)
English language learners
Foreign languages
Instructional design
Instructional materials
Interactive
Learning
Learning Motivation
Mathematical analysis
Mathematical models
Motivation research
Multimedia
Multimedia Instruction
Multimedia materials
Perceptual learning
Second Language Instruction
Second Language Learning
Statistical relevance model
Strategy
Students
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Summary:This experimental study investigated effects of intrinsic motivation and embedded relevance enhancement within a computer-based interactive multimedia (CBIM) lesson for English as a foreign language (EFL) learners. Subjects, categorized as having a higher or lower level of intrinsic motivation, were randomly assigned to learn concepts related to criticism using a CBIM program featuring English language text, videos, and exercises either with or without enhanced relevance components. Two dependent variables, comprehension, as measured by a posttest, and perceptions of motivation, as measured by the Modified Instructional Material Motivation Survey (MIMMS), were assessed after students completed the CBIM program. Two-way ANOVA was used to analyze the collected data. The findings indicated that (a) the use of relevance enhancement strategies facilitated students' language learning regardless of learners' level of intrinsic motivation, (b) more highly intrinsically motivated students performed better regardless of the specific treatments they received, (c) the effects of the two variables were additive; intrinsically motivated students who learned from the program with embedded instructional strategies performed the best overall, and (d) there was no significant interaction between the two variables.
ISSN:0742-7778
2056-9017