PROMOTING LEARNERS’ MOTIVATION TO WRITE THROUGH
THE IMPLEMENTATION OF INFORMATION - COMMUNICATION TECHNOLOGY
Fitria Rahmawati, S.Pd.
Sanata Dharma University
This paper presents a proposed technique that the teachers can implement in order to promote learners’ motivation in writing. The technique is by the integration of writing skills with a developed tool known as Information - Communication Technology (ICT). The nature of ICT provides an ideal framework for language learning, since its main entity is information and its purpose is communication. ICT provides a feature called word-processing which enables the learners to write and revise their compositions effectively and efficiently. Furthermore, ICT along with the access to internet also allows the learners to be exposed to unlimited wide-variety of sources which are essential to develop ideas in writing. Thus, the integration of the three ICT components namely information, communication and technology in a foreign language writing classroom is beneficial to improve the learners’ motivation to write. Keywords: Motivation, Information-Communication Technology, Word-Processing, Internet.
There has been a strong notion that writing can be very challenging for learners of English as a Foreign Language (EFL) as they must overcome the personal challenges associated in writing such as generating ideas, understanding organization, grammatical and orthographical knowledge in order to develop the skills requisite for a well-developed, coherent and cohesive writing. Furthermore, the most common problem that confronts teachers of a writing class does not lie so much on what to ask learners to write about, the difficulty is rather on how to motivate the learners to write interesting and effective materials. By the introduction of information - communication technology (ICT) into the foreign language-writing classroom and access to the internet, the learners have been provided with unlimited sources of information in the form of readable, authentic materials that address a wide variety of topics which are essential for the language development. By this wide variety of topics, the learners are more motivated in terms of developing ideas to write. Therefore, the implementation of information - communication technology is an ideal means to promote the learners’ motivation in writing.
The focus being discussed in this short paper is motivation in a language-learning context, to be specific, in a foreign-language writing classroom. Tough so, there is also another significant variable discussed here that can lead to motivation, namely: Information-Communication Technology (ICT). The term ICT refers to the use of both technology in general and its features including word-processing and internet in particular.
Theory of Motivation
‘Motivation is like food for the brain’.
The term motivation is frequently used both in psychological and educational contexts. Many definitions have been given to motivation. In general, the term motivation is concerned with the processes that describe why and how human behavior is activated and directed. Motivation is defined as an internal drive that activates behavior and gives it direction (Keller, 1987). Motivation is also defined as the impetus to create and sustain intentions and goal-seeking acts (Dornyei, 1998). Furthermore, according to Webster's, to motivate means to provide with a motive, a need or desire that causes a person to act achieving a goal. To sum up, motivation is factors which initiate, direct, and sustain one’s activities to achieve certain goals.
Motivation in a Language-Learning Context
‘Without knowing where the roots of motivation lie,
how can teachers water those roots?’ (Oxford & Shearin, 1994)
Though there is no single exact definition for motivation, many researchers consider motivation as one of the key factors that influence the rate and...
References: Dornyei, Z. 1998. Motivation in Second and Foreign Language Learning. CILT: CUP.
Graham, S. 1997. Effective Language Learning. Great Britain: WBC.
Kern, R. G. (1995). Restructuring Classroom Interaction with Networked Computers: Effects on Quantity and Characteristics of Language Production. Modern Language Journal, 79 (4), 457-476.
Lehr, F. (1995). Revision in the writing process. ERIC Digest [Online]. Available: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED379664
Warschaur, M. & Healey, D. (1998). Computers and Language Learning: Theory and Practice. Language Teaching. 31, 51-71.
Wilson, L., & Corpus, D. (2005). The effects of Reward Systems on Academic Performance. Middle School Journal Research Articles. Retrieved February 13, 2005, from http://www.nmsa.org/research/res_articles_sept2001.htm
Please join StudyMode to read the full document