Factors Influencing Learner's Motivation in Mobile Learning Environment: An Empirical Study on University EFL Learners
Binbin Zhu* and Ying Sun
Published: December 31, 2022
DOI: 10.55162/MCET.04.107
Abstract
International students have greater difficulties navigating a variety of academic and social contexts than host nationals. Language-related issues were among the most often cited difficulties by students studying abroad. Many students who study abroad and rely on language to navigate have a tough time learning a new language. If asked to identify the most significant influence on language learning, most teachers and students would likely name motivation. Teachers of foreign languages frequently use the term "motivation" when describing successful or failed students. Nonetheless, there is no doubt that motivation is the most complex and difficult challenge confronted by language learners, particularly in this digital age. Numerous research on the efficiency of computer-assisted language learning have been conducted in recent years, and the literature on the psychology of language learning is vast. Regarding the psychological aspect of a mobile-assisted language-learning environment, relatively little research has been undertaken. In addition, few research have directly examined the attitudes of international students regarding the usage of mobile devices to motivate their foreign language learning. The purpose of this article is to investigate Chinese over-seas university students' use of MALL applications to motivate foreign language learning in Germany. The study evaluated whether and how perceived tools or activities can affect learners' motivation to acquire foreign languages in informal settings. In addition, the reasons why mobile devices motivate language use and specific types of motivation are investigated.
Keywords: Motivation for foreign language learning; Social-psychological linguistic; Mobile assisted instruction; Self-efficacy; Oversea university students