Motivational factors in blending learning foreign languages
Журнал «KANT» №1(46) 2023 [стр. 253-256]
DOI: 10.24923/2222-243X.2023-46.45
Ключевые слова: Linguistic skills; motivation; foreign languages; cognitive psychology; Blended language classroom.
Цитировать: Diouani R. Motivational factors in blending learning foreign languages // KANT. – 2023. – №1(46). – С. 253-256. EDN: CMBGGD. DOI: 10.24923/2222-243X.2023-46.45
The purpose of the study is to determine the necessary steps to form a student's motivation in a mixed language class. The biggest problem in language teaching is how to keep the student's interest by teaching and improving his language skills. In recent years, the demand of multilingual students has been growing in various fields, and a positive attitude plays a crucial role in learning any foreign language, so we are beginning to seriously think about giving methodological advice to instructors, as well as to the student to do well in the discipline and achieve a good academic result. The scientific novelty of the study is characterized by the substantiation of the importance of motivational factors in the mixed study of foreign languages. The results obtained indicate that the real problem of the lack of motivation to study PF is the lack of interest in psychological factors that play an important role in the continuation of the educational process; especially recently and in connection with the crises that swept the world and forced us to use technology without mastering the necessary skills for proper management of mixed language classes.
The purpose of the study is to determine the necessary steps to form a student's motivation in a mixed language class. The biggest problem in language teaching is how to keep the student's interest by teaching and improving his language skills. In recent years, the demand of multilingual students has been growing in various fields, and a positive attitude plays a crucial role in learning any foreign language, so we are beginning to seriously think about giving methodological advice to instructors, as well as to the student to do well in the discipline and achieve a good academic result. The scientific novelty of the study is characterized by the substantiation of the importance of motivational factors in the mixed study of foreign languages. The results obtained indicate that the real problem of the lack of motivation to study PF is the lack of interest in psychological factors that play an important role in the continuation of the educational process; especially recently and in connection with the crises that swept the world and forced us to use technology without mastering the necessary skills for proper management of mixed language classes.
Литература:
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1. Arbaugh, J. B. One Bridge, (at Least) Two paths: Reflections on "Virtual Classroom Characteristics and Student Satisfaction in Internet-Based MBA Courses". Journal of Management Education, 42(4). 2018. – C. 524-532.
2. Agnew, Nelvia C., SLATE, John R., JONES, Craig H., et al. Academic behaviors as a function of academic achievement, locus of control & motivational orientation. NACTA journal, .1993. – C. 24-27.
3. Burch, G. F., Giambatista, R. C., Batchelor, J. H., Burch, J. J., Hoover, J., & Heller, N. A. A metaanalysis of the relationship between experiential learning and learning outcomes. Decision Sciences Journal of Innovative Education, 17(3).2019. – C. 239-273.
4. Chilingaryan, Kamo et gorbatenko, Rimma. Motivation in language learning. In: 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. 2015. – C. 557-562.
5. Cross, Ruford. Synchronous Online Teaching of English as a Foreign Language with Young Learners: How Do Teachers Do It? 2020.
6. Jin, Y., & Zhang, L. J. The dimensions of foreign language classroom enjoyment and their effect on foreign language achievement. International Journal of Bilingual Education and Bilingualism, 24(7).2021. – C. 948-962.
7. Khaydarova, Umida, Mustafaeva, Noila, et Abdurakhmonov, Bakhodir. Issues on encreasing motivation in language learning process. International Journal of Advanced Science and Technology, vol. 29, №05. 2020. – C. 1479-1482.
8. Li, C. A positive psychology perspective on Chinese EFL students' trait emotional intelligence, foreign language enjoyment and EFL learning achievement. Journal of Multilingual and Multicultural Development, 41(3). 2020. – C. 246-263.
9. McHone, Cheryl. Blended learning integration: Student Motivation and Autonomy in a blended learning environment. Diss. East Tennessee State University, 2020.
10. Roxford, R., & Shearrin, J. Language Learning Motivation: Expanding the Theoretical Framework. The Modern Language Journal, 78(1). 1994. – C. 12-28.
11. Stocks, A. April, K. and Lynton, N. Locus of control and subjective well-being; a cross-cultural study. Problems and Perspectives in Management.2012. 10(1). – C. 50.
12. Wang, N., Chen, J., Tai, M., & Zhang, J. Blended learning for Chinese university EFL learners: Learning environment and learner perceptions. Computer Assisted Language Learning, 34(3). 2021. – C. 297-323.
13. Wright, S., Dean, K. L., & Forray, J. M. Negative student emotions and educator skill in experiential education: a taxonomy of classroom activities. Higher Education, 83(5). 2022. – C 987-1002.
14. Vogl, E., Pekrun, R., Murayama, K., & Loderer, K. Surprised-curious-confused: Epistemic emotions and knowledge exploration. Emotion, 20(4). 2020. C – 625-641.
15. Wolfe, J. The effects of perceived success or failure on locus of control orientation in college students. Sentience: Undergraduate Journal of Psychology. 2011. – C.11-17.
Мотивационные факторы при смешанном изучении иностранных языков
Keywords: лингвистические навыки; мотивация; иностранные языки; когнитивная психология; смешанный языковой класс.
Цель исследования – определить необходимые шаги по формированию мотивации студента в смешанном языковом классе. Самая большая проблема в преподавании языка заключается в том, как удержать интерес студента путем обучения и повышения его языковых навыков. В последние годы спрос полиязычных студентов растет в различных областях, и положительное отношение играет решающую роль в изучении любого иностранного языка, так что мы начинаем серьезно задумываться о том, чтобы дать методические советы инструкторам, а также учащемуся хорошо заняться дисциплиной и добиться хорошего академического результата. Научная новизна исследования характеризуется обоснованием значимости мотивационных факторов при смешанном изучении иностранных языков. Полученные результаты свидетельствуют о том, что реальная проблема отсутствия мотивации к изучению ПФ заключается в отсутствии интереса к психологическим факторам, которые играют важную роль в продолжении учебного процесса; особенно в последнее время и в связи с кризисами, которые прокатились по миру и вынудили нас использовать технологии, не овладев необходимыми навыками для надлежащего управления смешанными языковыми классами.