ENGLISH LEARNING TASKS MEDIATED BY THE INTERACTIVE WHITEBOARD: THE MOTIVATIONAL EFFECTS ON PROBLEM-SOLVING AND SHARING PERSONAL EXPERIENCES TASKS

Abstract

Some authors have already suggested that different learning tasks influence L2 learners motivation in distinct ways. In this article, we seek (a) to understand how English learners motivation varies along two Problem-solving and Sharing Personal Experiences tasks mediated by the Interactive Whiteboard (IWB) and (b) to analyze what may have caused the variability of these learners motivation. We consider the diachronic, situational and complex dimension of motivation based on the concepts of the Process-oriented model of L2 motivation by Dörnyei and Ottó (1998), the motivational basis of tasks (JULKÜNEN, 2001; DÖRNYEI; TSENG, 2009) and the IWB as a motivating element in L2 classes (BEELAND JR., 2002; MERCER; HENNESSY; WARWICK, 2010). This cross-sectional mixed methods study was carried out in a private language school with 29 English learners. We used observation notes during the learning tasks and Situational Scales as instruments of data collection. Results indicate, for instance, that tasks have different situational motivation patterns in consequence of the choice of the task topic, the teacher support, (in)sufficient self-regulatory strategies to sustain motivation, among others.

Keywords

• Motivation
• Learning tasks
• Interactive Whiteboard