1. The Relationship Between EFL Learners’ Motivation and Learning Strategy in a WebQuest Classroom - A Case of Chaoyang University of Technology Advisor: Dr. Po -Yi Hung Advisee: Shin-Yi Liao Date: March 31, 2010

2. CONTENTS I. Introduction II. Literature Review III. Methodology

3. INTRODUCTION Background of the study Research Questions Statement of the Problems Purposes of the study

4. Background of the Study Learning Material Development Learning Management System Computer Science Information Technology (Ting & Tai, 2004)

5. Background of the Study The most interesting and important innovation in education in recent years is the widespread introduction of computers into K-12 schools , colleges and universities . (Zheng, Perez, Williamson, & Flygare, 2008)

6. Page Background of the Study If technology is so important part to the future success of our students, it makes sense that it should also be an important part of our instruction . (Strickland, 2005)

7. Background of the Study WebQuest was designed with the ARCS (Attention, Relevance, Confidence, and Satisfaction) motivation model as the fundamental motivation theory. (Dodge, 2003)

8. Background of the Study Many researchers consider motivation as one of the main elements that determine success in developing a second or foreign language . (Oxford & Shearin, 1994)

9. Page With motivation being one of the key factors that determine success in L2 learning, strategies in motivating language learners should be seen as an important aspect of the theoretical analysis of L2 motivation. (Cheng & Drnyei, 2007) Background of the Study

10. Statement of the Problem I The role and promotion of transfer in multimedia instructional environments is an oft-neglected concept in instructional research. (Doolittle, Hicks, & Mariano, 2008)

11. Statement of the Problem II Student’s motivation is one of the most actual problems in the universities . (Kalganova, 2001)

12. Purposes of the Study - to investigate the relationship between EFL learners’ learning motivation and their learning strategies for college students in a WebQuest learning environment in Taiwan culture

13. Purposes of the Study - to examine which factors of learning strategy will affect EFL learners’ learning motivation in a WebQuest learning environment in Taiwan culture

14. Purposes of the Study - to explore the perspectives of EFL college learners ’ motivation in a WebQuest class in CYUT through interview , reflections and rankings .

15. Research Questions There is no correlation between EFL learners’ learning motivation and their learning strategies applied for EFL college learners in a WebQuest class in CYUT. Is there any correlation between EFL learners’ learning motivation and their learning strategies applied for EFL college learners in a WebQuest class in CYUT?

16. Research Questions There is no significant factors among learning strategies affecting motivation of EFL college learners in a WebQuest class in CYUT. Is there any significant factors among learning strategies affecting motivation of EFL college learners in a WebQuest class in CYUT?

17. Research Questions How do EFL learners perceive their learning motivation in a WebQuest class for undergraduate students in CYUT ?

18. LITERATURE REVIEW WebQuest Motivation Learning Strategy

19. Page Definition of WebQuest An inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet . (Dodge, 1995)

20. WebQuests are valid in English as Foreign Language learning when they are employed to solve a problem. (Laborda, 2009) WebQuest

21. It is clear that WebQuest can be a very valuable tool for providing students with many interaction opportunities in realistic settings, thus making the learning experience meaningful , experiential , and very motivating . (Laborda, 2009) Motivation

22. Motivation is dynamic and contextually bound and that learning strategies can be learned and brought under the control of students. (Duncan & McKeachie , 2005) Learning Strategy

23. METHDOLOGY Procedures of the Study Research Design WebQuest Application Course Design Data Collection Data Analysis

24. Procedures of the Study Page Analyzing Data Designing Research Conducting Research Collecting Data

25. Research Design Quantitative method Qualitative methods MSLQ Interview Documents Rankings Artifacts

26. Variables Independent Variable Dependent Variable Motivation Learning Strategy

27. Duration Page 1 semester / 13 weeks Mondays

28. Location Page Course: Internet Resources for English Teachers Room: T2 505

29. Participants Page Course Optional Course Grader 3 rd / 4 th Undergraduate Students Number of Students Approximately 50

30. Criteria The Learning Object Review Instrument (LORI) is a tool for eliciting ratings and comments from learning resource evaluators. (Belfer, Leacock, & Nesbit, 2004)

31. LORI Manual Version 1.5 Reliability : .70 ~ .90

32. Zimmer Twins This website is presented for informational , educational and entertainment purposes. (Zimmer Twins, 2010)

33. 2006 Webby Awards The site has been nominated as a finalist in the 2006 Webby Awards. (Zinc, 2010)

34. Page WebQuest Approach Unambiguous Process Reachable Resources Clear Tasks Attractive Introduction Reflective Conclusion Standard Evaluation

35. Page WebQuest Application Offer the teaching manual Provide the Links Create a Story Introduce the Zimmer Twins Website Leave Feedbacks Reach 5 segments / week

36. Course Design Page 2 week 3-8 week 11-12 week 13 week 9 week 10 week 1 week Introducing Operating Creating Evaluating Revising Adding Uploading

37. Data Collection Page Q1 - Quentitative Instrument Method A. Motivated Strategies of Learning Questionnaire - Revised Version (Liao, 2009) Time 20 minutes Validity Verified Factor Analysis ( KMO and Bartlett‘s Test > .50 ) Reliability Cronbach alpha = .96 Measurement 1 2 3 4 5 6 7 (Not at all true of me Very true of me)

38. MSLQ - Components Table 1 Components of the MSLQ Part 2 Learning Strategy Scales # 1. Rehearsal 4 2. Elaboration 6 3. Organization 4 4. Critical Thinking 5 5. Metacognitive Self-Regulation 12 6. Time / Study Environmental Management 8 7. Effort Regulation 3 8. Peer Learning 3 9. Help Seeking 4 Total numbers of items 49 PART 1 Motivation Scales # 1. Intrinsic Goal Orientation 4 2. Extrinsic Goal Orientation 4 3. Task Value 5 4. Control of Learning Beliefs 4 5. Self-Efficacy for Learning & Performance 8 6. Anxiety 5 Total numbers of items 30

39. MSLQ - Online Sample

40. Data Collection Page Q2 - Qualitative Instruments Method B. Interviews Semi-structured Interview 5 students 20 minutes / each Method E. Artifacts Collecting learners’ online Zimmer Twins artifacts Method D. Rankings Rankings Method C. Documents Personal Reflections

41. Interview Page

42. Documents / Rankings Page

43. Data Analysis Page Quantitative Research Pearson Correlation Quantitative Research Regression Is there any correlation between EFL learners’ learning motivation and their learning strategies applied in a WebQuest class for college students in CYUT? SPSS 17.0 Is there any significant factors among learning strategies affecting motivation of EFL learners in a WebQuest class for college students in CYUT?

44. Data Analysis Page Qualitative Research Interviews / Documents / Rankings / Artifacts How do EFL learners perceive their learning motivation in a WebQuest class for college students in CYUT?

45. Page Thank You for Your Attention.