Motivational and affective engagement in learning Spanish with a mobile application

Moon-Heum Cho, Daniel A. Castañeda

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The purpose of this study was to determine whether any changes occurred in students’ motivational and affective engagement in L2 after participating in game-like activities with a grammar-focused mobile application in Spanish courses. The motivational and affective engagement of a total of 82 U.S. students was examined. Paired-samples t-tests showed that students improved significantly in intrinsic goal orientation, beliefs about controlling their learning, and self-efficacy for learning after participating in game-like activities with a grammar-focused mobile application. Students’ enjoyment of learning in Spanish courses also increased; furthermore, students positively evaluated the game-like activities with a grammar-focused mobile application. Interview data reveal features of the activities with a mobile application that facilitate university students’ engagement. A discussion of motivational and affective engagement and the use of a grammar-focused mobile application in the classroom is included.

Original languageEnglish (US)
Pages (from-to)90-99
Number of pages10
JournalSystem
Volume81
DOIs
StatePublished - Apr 1 2019

Fingerprint

grammar
learning
student
self-efficacy
Affective
Grammar
classroom
university
interview
Student Engagement
Intrinsic
Enjoyment
Self-efficacy

Keywords

  • Affect
  • Engagement
  • Game-like activities
  • Gamification
  • MALL
  • Mobile application
  • Motivation

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Motivational and affective engagement in learning Spanish with a mobile application. / Cho, Moon-Heum; Castañeda, Daniel A.

In: System, Vol. 81, 01.04.2019, p. 90-99.

Research output: Contribution to journalArticle

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