Integrating Cognitive-Motivational Strategies Into Multimedia-Based English Instruction for Low-Achievers

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Abstract

This study investigated whether integrating cognive-motivational strategies into multimedia-based English instruction could improve low-achievers' academic performance in grammar comprehension and reading comprehension. Forty-four students participated in this study for five weeks. They were all in the same class and under the same instruction and classified as high achievers and low achievers based on their English proficiency test scores. An interactive multimedia environment constructed with the integration of cognitive-motivational CALL model (CMMCALL) was developed according to language learning theories and the findings from the literature review. The effect of the CMMCALL on learners was examined after the experiment by comparing the learning outcome between pre-test and post-test. Comprehension tests and questionnaires were used to investigate students' learning performance and their perceptions of the CMMCALL. The results showed that the CMMCALL was able to benefit low-achievers and to increase their success of language learning, and the difference between pre-test and post-test was significantly different (p < .05). Their viewpoints and suggestions about using the CMMCALL program were positive and encouraging.

Keywords: cognitive-motivational strategies, multimedia-based English instruction, low-achievers, CALL.

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Chang, Mei-Mei; Lin, Mei-Chen. (2012). Integrating Cognitive-Motivational Strategies Into Multimedia-Based English Instruction for Low-Achievers. In Linda Bradley, Sylvie Thouësny (Eds), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 43-48). Research-publishing.net. https://doi.org/10.14705/rpnet.2012.000024

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