...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)...
Inhaltsverzeichnis (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
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This dissertation aims to investigate the potential of increased ICT use in MFL lessons to boost pupils' motivation and, consequently, their attainment in the subject. The research is driven by the observation that while ICT is generally well-received by students, MFL often faces challenges in terms of student engagement. The research will be conducted using a mix of data sources, including pupil assessment data, surveys, and focus group interviews. Key themes include:- The role of ICT in education and its potential to enhance student engagement
- The perception of MFL learning among students and the factors influencing their motivation
- The impact of incorporating ICT into MFL lessons on student motivation and attainment
- The challenges and opportunities associated with integrating ICT into MFL teaching practices
- The potential for action research to inform and improve MFL teaching strategies
Zusammenfassung der Kapitel (Chapter Summaries)
- Chapter 1: Introduction: The introduction sets the context for the research by discussing the government's focus on ICT integration in education and the re-emerging emphasis on academic subjects like MFL. It explores the concept of "cultural literacy" as a basis for the proposed English Baccalaureate (EBacc) and highlights the importance of language learning both for personal and societal development. The chapter also addresses the prevalent perception of MFL as a difficult and unimportant subject among students. This leads to the research question: can increased use of ICT in MFL lessons improve pupils' motivation and, consequently, their attainment?
- Chapter 2: Literature Review: This chapter provides a theoretical framework for the research by exploring various literature sources related to ICT in education, MFL teaching, student motivation, and action research methodologies. It delves into the use of ICT in educational settings, the challenges of motivating students in MFL, and the potential of integrating ICT into MFL lessons to improve engagement and learning outcomes.
- Chapter 3: Findings and analysis: This chapter presents the results of the research, including data analysis from surveys, focus group interviews, and pupil assessment data. It examines the relationship between ICT use in MFL lessons and student motivation, identifying key factors that influence student engagement and learning outcomes. The chapter will analyze the findings to answer the research question and explore the potential of integrating ICT into MFL teaching practices to improve student motivation and attainment.
Schlüsselwörter (Keywords)
The primary focus of this research is on the integration of ICT into MFL education. The study explores the potential impact of ICT use on student motivation, engagement, and attainment in MFL. Key concepts include: ICT in education, MFL teaching, student motivation, action research, cultural literacy, and the English Baccalaureate (EBacc).- Quote paper
- Birte Wachtel (Author), 2011, Does pupil use of ICT increase attainment in MFL?, Munich, GRIN Verlag, https://www.grin.com/document/191383
