...The English government, despite no longer making languages compulsory, still rates language learning as an important part of education by including it in the seven domains of subjects required for the EBacc certificate (Parliament records, NA).
Despite common belief only 6% of the world’s population speak English as a first language and 75% of the world’s population do not speak any English at all. This is also reflected on the languages used on the internet where only 51% are in English. “Chinese has almost caught up with English and Russian and Spanish are increasingly prominent” (Languages work, NA)...
Despite all these arguments the majority of pupils still rate other subjects, including maths and science as more important for their future even though they do not find them necessarily easy (Stables, 1999).
The promotion of language learning forms part of my position as an MFL teacher and I have previously tried to engage pupils in activities like a lunchtime handball club where they had to use German expressions to communicate with each other. I have spent time pointing out to my students why I personally think it is important to learn languages and listing reasons given by Languages Work and other organisations. I often find that their parents have great influence on their opinion and attitude to learning. Governmental guidelines, EU policies and my own biography clearly outline the importance of language skills. I cannot change the pupils’ view immediately and maybe never will and have therefore decided to combine the seemingly popular subject ICT with MFL to research if this can increase pupils’ motivation towards MFL.
On the other hand pupils regard ICT as a necessity and so do their parents which increase their willingness to attend an ICT lesson as they can see its needs. Computer games are popular and the majority of pupils can be classified as “Digital Natives” as Marc Prensky calls the current generation of pupils. According to his research a college graduate will have spent an average of only 5,000 hours reading, “but over 10,000 hours playing video games (not to mention 20,000 hours watching TV) (Prensky, 2001, p1). “Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives” which makes it easy to convince pupils that learning about ICT is a necessity (Prensky, 2001, p1)...
Table of Contents
1. Introduction
2. Literature Review
2.1 Research Methodology
2.2 Questionnaire
2.3 Focus groups
2.4 Data
2.5 Ethics
3. Findings and analysis
3.1 Questionnaire
3.2 Focus groups
3.3 Data
4. Conclusion and recommendations
5. Bibliography
6. Appendix
I Questionnaire
II Questions for focus groups
III Consent form
IV Letter to colleague
V Invitations
VI Interview with W1
VII Interview with W2
VIII Interview with S1
Research Objectives and Themes
The primary aim of this research is to investigate whether increasing the use of computers in Modern Foreign Language (MFL) lessons can enhance pupil motivation and, consequently, improve academic attainment.
- Correlation between ICT usage and student motivation in MFL.
- Analysis of pedagogical approaches to integrating technology in the classroom.
- The impact of teacher-pupil relationships on student engagement.
- Evaluation of traditional versus computer-assisted learning activities.
- Assessment of governmental educational policies regarding ICT and the English Baccalaureate (EBacc).
Excerpt from the Book
1. Introduction
The former British government was very committed to promote and integrate ICT in education. This can be seen for example by founding the British Educational Communications and Technology Agency (BECTA) to help facilitate the introduction and advancement of modern technology into classrooms. Due to the current financial climate BECTA in its current form ceased to exist in January 2011 (Becta 1, NA). Even though money needs to be saved, parts of BECTA will continue to run which shows that the government still sees the need to teach the pupils the use of technology.
However, the current government wants to shift the emphasis and the talks about the introduction of an English Baccalaureate (EBacc) have relit the discussion if more academic subjects such as Modern Foreign Languages (MFL), science and humanities would prepare pupils better for the modern workplace (The Guardian, 2011). Ministers hope that the decline in pupils continuing to study languages and science could possibly be stopped if schools would be rated according to the new requirements set out in the EBacc. League tables show that schools offer more “softer alternatives such as media studies and sports science” (The Guardian, 2011). By putting pressure on the school to achieve better results in the countrywide comparison the government hopes that this will result in schools changing the options of subjects available to their pupils.
Chapter Summary
1. Introduction: This chapter contextualizes the research within the current British educational landscape, highlighting government shifts toward the EBacc and the evolving role of ICT in schools.
2. Literature Review: Provides an overview of learning theories, the impact of ICT on motivation, and existing research on MFL instruction, establishing a theoretical foundation for the study.
3. Findings and analysis: Presents and discusses the quantitative data from student questionnaires and qualitative insights from focus group interviews regarding teaching methods and computer usage.
4. Conclusion and recommendations: Summarizes the study's key findings, acknowledges limitations, and offers suggestions for future practice regarding technology integration in language learning.
5. Bibliography: Contains a comprehensive list of all academic sources, documents, and online references cited throughout the dissertation.
6. Appendix: Includes the supplementary material such as the questionnaire design, consent forms, and transcripts from the student interviews.
Keywords
ICT, Modern Foreign Languages, MFL, Motivation, Attainment, English Baccalaureate, EBacc, Action Research, Pupil Motivation, Digital Natives, Educational Policy, Classroom Technology, Learning Theories, Student Engagement, Pedagogical Approaches
Frequently Asked Questions
What is the core focus of this research?
The research examines whether integrating more ICT-based activities into Modern Foreign Language lessons leads to increased student motivation and improved academic outcomes for Year 7 pupils.
What are the key themes addressed in the work?
The study covers the impact of educational policies (like the EBacc), the role of motivation in language learning, the distinction between "Digital Natives" and "Digital Immigrants," and the influence of the teacher-student relationship.
What is the primary objective of this dissertation?
The goal is to determine if computers serve as an effective tool to engage students who might otherwise be disaffected or unmotivated by traditional language learning methods.
Which research methodology does the author employ?
The author utilizes a mixed-methods approach, combining quantitative data from online student questionnaires with qualitative insights gathered through semi-structured focus group interviews and secondary assessment data.
What is covered in the main body of the text?
The main body reviews existing literature on learning theories, details the research design and school environment, and presents a comprehensive analysis of survey results, interview transcripts, and academic performance data.
Which keywords best characterize the study?
Key terms include ICT, Modern Foreign Languages (MFL), motivation, attainment, student engagement, pedagogical integration, and Action Research.
How does the author handle potential bias in the study?
The author uses data triangulation, comparing student self-reporting via questionnaires with actual assessment results and target levels, to minimize the impact of subjective interpretation.
What is the role of the teacher in this study?
The author highlights that the teacher-student relationship is a critical variable, noting that while ICT provides engagement, the quality of teaching and the teacher’s ability to manage classroom dynamics remain central to learning success.
What are the findings regarding the popularity of computer-based tasks?
While a vast majority of students enjoy using computers, the findings reveal that approximately 42% still favor or enjoy traditional MFL tasks, suggesting that a balanced pedagogical approach is most effective.
Why did the author choose focus groups over individual interviews?
The author felt that individual interviews might be intimidating for young Year 7 students, whereas focus groups create a more relaxed environment for natural discussion.
- Quote paper
- Birte Wachtel (Author), 2011, Does pupil use of ICT increase attainment in MFL?, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/191383
