European Journal of Foreign Language Teaching
ISSN: 2537 - 1754
ISSN-L: 2537 - 1754
Available on-line at: www.oapub.org/edu
Volume 2 │ Issue 1 │ 2017
doi: 10.5281/zenodo.254605
THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON
STUDENT MOTIVATION TO LEARN ENGLISH
Pinar Yuncu Kurt1i, İlknur Keçik2
1
Instructor at School of Foreign Languages at Namik Kemal University, Tekirdağ, Turkey
2
Professor of linguistics at Anadolu University, Eskişehir, Turkey
Abstract:
The present study was designed to examine the effects of ARCS motivational model
(Keller, 2010) on university prep class students motivation. For this purpose, ‚RCS
motivational model strategies were inserted to the instructional design via detailed
lesson plans which were applied throughout ten weeks. To find out the effects of ARSC
model Course Interest Survey (CIS) and Instructional Materials Motivation Survey
(IMMS) were administered at the beginning and end of the study. The results of CIS
indicated a significant increase since students showed higher course motivation based
on the overall CIS results at the end of the study. CIS was evaluated in terms of each
ARCS category and a significant difference was observed in all scales. The results
showed that the ARCS model inserted language instruction had positive influence on
students course motivation in all categories. ‚s for IMMS results a significant
difference in students instructional motivation scores was found. For a deeper
understanding, two subscales of IMMS were assessed separately and the results
revealed significant differences in both subscales. Students instructional materials
motivation increased.
Keywords: motivation; motivational model; ARCS; CIS; IMMS
1. Introduction
One of the most emphasized problems of English language teaching/learning in recent
years is motivation. As Dörnyei indicates (2001b), students cannot learn if they cannot
be motivated. Motivation takes an important place in most learning theories and has
i
Correspondence: email pinaryuncu@gmail.com
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
22
Pinar Yuncu Kurt, İlknur Keçik
THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
long been considered as an indicator of success or failure in completing any complex
task (Dörnyei, 2001b; Wongwiwatthananukit and Popovich, 2000).
As for the university prep school context in Turkey, even though students are
eager to learn English at the beginning of the school term, towards the end of the term
high rates of absenteeism and failure in English courses have proven that there is a
problem with language learning at most of the university prep classes all over Turkey
Ozkanal and ‚rıkan,
. Some researchers who investigated students foreign
language learning motivation in Turkey found out that they have only mildly positive
attitudes towards language learning (Karahan, 2007; Ozturk, 2012; Temur, 2013). Thus,
as most instructors admit, lack of motivation seems to be one of the main problems in
Turkey (Genc and Kaya, 2010).
However, in Turkish educational system, motivation isn t emphasized as much
as it deserves (Acat and Demiral, 2002; Genc and Kaya, 2010). Traditional English
language teaching methods in elementary and high schools in Turkey as in many other
countries such as South Korea (Samuel, 2001) have a demotivating effect on students.
Students may have come to university with their negative past experiences which are
considered as demotivating especially among students who lack motivation (Dincer,
2011; Genc and Kaya, 2010; Selcuk, 2011).
Moreover, students might be overwhelmed by the intensity of the curriculum
that they are taught (Karahan, 2007). Instructors follow the same syllabus strictly not to
fall behind the schedule, because of this they don t focus on a need analysis and avoid
the different needs of each class and student (Ucar, 2009). Repetitive instruction and
using same kind of materials excessively make the lessons monotonous.
In addition, some of the instructors believe that motivation is not their concern; it
is something that students themselves are responsible for (Keller, 2010). These
instructors believe that their duty is to provide qualified instruction and motivation will
take care of itself eventually. Thus, instructors are not aware of the effect of their
teaching on students motivation or cannot use situation specific strategies to motivate
their students (Top, 2009). However, instructor behavior; materials and instruction can
have demotivating effect on students and when students lose their motivation, it gets
difficult for them to learn (Dörnyei, 2001b; Keller, 2010).
As for the context of this research, the preparatory school students start learning
English with an enthusiasm and high motivation. In first couple of weeks, they seem
eager and attentive. Even though, they have same instructors and materials, they start
to lose their motivation gradually. They start not to attend classes, not to participate in
classroom activities. Consequently, students cannot achieve the intended proficiency
level as other researchers also admit (Karahan,
; Ozcalısan,
; Temur,
; Top,
2009). As the curriculum progresses, they fall behind the schedule and finally give up.
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Pinar Yuncu Kurt, İlknur Keçik
THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
To understand the problems of the students in detail, before conducting a pilot
study students were asked to write comments about the problems they encounter
learning English. Based on the results of the pilot study outstanding problems are these;
students cannot express themselves clearly in English and they cannot talk efficiently,
they have difficulty in learning and remembering vocabulary, they don t know how to
learn and they fear not to be able to learn, and they don t like to be criticized in front of
others. This shows us that students need an atmosphere that they are encouraged to
learn. They should have confidence in themselves to be able to be motivated to learn
English. ‚lso, materials should be revised in a way that can attract students attention,
and be related to their own lives. Students also need an instructor who can share the
responsibility, understand the needs and problems of the students and act accordingly.
As a result, it is detected that there is a need to increase the motivation of the
students. In an attempt to find a way or a model to increase motivation of the students
we have decided to apply Keller s ‚RCS motivational model. The ‚RCS motivational
model, which consists of four categories, Attention, Relevance, Confidence and
Satisfaction covers most of the areas of research on human motivation, and is a
motivational design process that is compatible with typical instructional design models.
The ‚RCS model is considered to be successful because it doesn t allow traditional
teaching system, but it covers different aspects of teaching and accounts for students
perspectives and allows students participate actively based on a need analysis. Based
on such a problem analysis it provides motivational strategies to make instruction
responsive to the interests and needs of students. The model helps an instructor to get
out of the standard routine by still following the syllabus, identify the component of
instruction that is problematic and decreases students motivation to learn, and provide
opportunities to motivate their students (Keller, 2010).
Furthermore, for instructors who are eager to motivate their students but have
difficulties to put their theoretical knowledge into practice, the ARCS model provides a
systematic, easy to follow design that every instructor can implement to motivate
students to learn (Keller, 2010). Keller (1983) indicates that by using ARCS motivational
model, an educator can create or change the learning conditions/environment in a way
that individual students can motivate themselves.
It is thought that ARCS, which approaches the motivation problem from both
students and instructor s point of view, could be applicable in this study. Therefore,
this study inserts this model into English language classes at the preparatory school of a
state university to find out the effectiveness of the model in language teaching in
Turkish context and due to the results to suggest some techniques to increase
motivation in language classes.
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
1.1 ARCS
The ARCS model of motivational design (Keller, 1987a, 1987b) provides a systematic,
ten-step approach to insert motivational tactics into instruction.
Table 1: Ten steps
1. Obtain course information
2. Obtain audience information
3. Analyze audience motivation
4. Analyze existing materials and conditions.
5. List objectives and assessments
6. List potential tactics
7. Select and /or design tactics
8. Integrate with instruction
9. Select and develop materials
10. Evaluate and revise
During this ten-step process, the model helps the instructors to create motivational
objectives and measurements. Moreover, it provides guidance for creating and selecting
motivational tactics, and follows a process that integrates well with instructional design
and development. The analysis of motivational needs and corresponding selection of
tactics are based on four categories of motivation.
The ‚RCS model s four categories represent sets of conditions that are necessary
for students to be fully motivated, and each of these four categories has subcategories
and strategies, that represent specific aspects of motivation.
To motivate students first we need to gain their Attention. Tactics for this
category can range from simple unexpected events (e.g. a loud whistle, an upside-down
word in a visual) to mentally stimulating problems that engage a deeper level of
curiosity, especially when presented at the beginning of a lesson. Another important
element is variation because people like a certain amount of variety and they will lose
interest if your teaching strategies, even the good ones, never change.
The second category is to build Relevance. Relevance means connecting the
content of instruction to important goals of the learners, their past interests, and their
learning styles. Relating instructional content to the learners future job or academic
requirements is an effective way to enhance relevance. Using simulations, analogies,
case studies, and examples related to the students' immediate and current interests and
experiences are other alternatives.
The third category of the ARCS motivational model is Confidence. Instructors
should help students to establish a positive expectancy for success. By making the
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
objectives clear and providing examples of achievements, it is easier to build
confidence. Another aspect of confidence is that instructors encourage students to
believe that they can achieve any complex task by taking time and by sparing no effort
and students should be encouraged to attribute their success or failures to personal
effort.
If the learners are curious, interested in the content, and moderately challenged,
then they will be motivated to learn. To be able to sustain students motivation is also
important and this purpose is fulfilled by the fourth condition of motivation that is
Satisfaction. Satisfaction means that students should have positive feelings about their
accomplishments and learning experiences. They need to receive recognition and
evidence of success that supports their intrinsic feelings of satisfaction and they believe
they have been treated fairly. Tangible extrinsic rewards and opportunities to apply
newly learned skills support intrinsic feelings of satisfaction. Finally, a sense of equity,
or fairness, is another necessity to maintain student motivation.
Therefore, the purpose of this study is to investigate the effects of ARCS based
English language instruction on student motivation. Thus, we aim to answer the
following research questions:
RQ1.
Do ‚RCS model based language lessons have effect on students course
motivation?
a) is there a significant difference in overall motivation scores at the beginning and
at the end of the study
b) b is there a significant difference in ARCS categories- Attention/ Relevance/
Confidence/ Satisfaction scores
RQ2.
Do ‚RCS model based instructional materials have effect on students
instructional materials motivation?
a) is there a significant difference in overall motivation scores at the beginning and
at the end of the study
b) b is there a significant difference in ARCS categories- Attention- Relevance/
Confidence- Satisfaction scores
2. Methodology
To achieve the purpose of the study a mixed method design was carried out. For the
quantitative part a pre-post test design was carried out. Lesson plans which were
prepared according to ARCS motivational model principles and strategies were applied
every Lesson plans which were prepared according to ARCS motivational model
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
principles and strategies were applied for 10 weeks. For the qualitative part to examine
the effectiveness of the model in depth, students were asked to write weekly comments
at the end of each week.
2.1 Participants
The present study was conducted using a convenience sample of 30 students. The
participants were English preparatory school students at a state university in X
University, Turkey, ages between 17-19. The participant group consisted of two classes.
Each class had 15 students. The researcher was the class instructor herself.
2.2 Procedure
The instructor had 10 hours of English lesson with each class which provides the
instructor sufficient time to implement the ARCS motivational lesson plans (see
Appendix for an example lesson plan) and to observe motivational changes. For
applying ARCS motivational model, the steps described in the model were followed.
First of all, the course information was obtained (Step 1). Since the instructor has been
teaching similar courses at preparatory school, she was familiar with the course
requirements. General information (age/language level) about the students was
gathered through the school administration form and the information about their
reason to learn English and their interests were gathered through the classroom
interaction. Thus, the audience information was obtained and analyzed (Step 2 and 3).
Besides, course materials were analyzed in line with course objectives. Some
materials were replaced and some of them were adapted. Objectives of the course and
curriculum requirements were considered and lesson objectives were inserted to the
lesson plans (Step 4 and 5). ARCS strategies list was reviewed and potential tactics were
listed (Step 6). Strategies that can be used to cover course objectives and materials were
selected and integrated to the lesson plans where necessary so that instruction was
presented in a way that could motivate students. (Step 7 and 8). If additional materials
were needed to support the strategies, they were provided (Step 9). After application of
the lesson plans, strategies checklist was reviewed and strategies were checked to see if
they were applied successfully (Step 10).
The data were collected during 2012-2013 academic year spring semester. All
participants received the same motivational instruction and were administered two
scales prepared by Keller to measure the level of student motivation both at the
beginning, and at the end of the application. In the first lesson of the semester, the
participants were administered Course Interest Survey (CIS) and Instructional Materials
Motivation Survey (IMMS). Students were asked to evaluate the first term in terms of
the instruction materials used in class using IMMS, and evaluate the course in terms of
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
applications and instructor behavior using CIS. The IMMS and CIS were also given to
the students at the end of the 10 weeks application to be able to recognize the difference
in participants motivation. The results obtained from the scales were analyzed using
quantitative methods. Moreover, students were asked to write comments related to the
instruction and materials used on the last lesson of each week to support the
quantitative data.
2.3 Research Tools
The Instructional Materials Motivation Survey (IMMS) was developed by Keller as a
data collection tool to test the effectiveness of implementation of the ARCS strategies in
different contexts. The IMMS measures student motivation towards specific
instructional materials. The IMMS originally consists of 36-item survey with a Likerttype scale (Keller, 2010) and has four categories (Attention, Relevance, Confidence, and
Satisfaction). The response scale ranges from 1 (Not True) to 5 (Very True).
In this study, Turkish versions of the questionnaires were used. The Turkish
version of the IMMS was taken from Kutu and Sozbilir s
study. The Turkish
version of the survey consists of 24 items with two factors. The first factor is AttentionRelevance and the second factor is Confidence-Satisfaction.
Table 2: The reliability coefficient Cronbach s ‚lpha of IMMS
Kutu and Sozbilir’s study
Pilot study
Actual study
Total
0,83
0,88
0.87
Attention-Relevance
0,79
0,89
0,76
Confidence-Satisfaction
0,69
0,84
0,84
The Course Interest Survey (CIS) was designed to measure students' motivation
towards classroom instruction by Keller (2010). The survey consists of four categories
(Attention, Relevance, Confidence, Satisfaction). The Turkish version of CIS was taken
from Varank s
study. Turkish version consists of 24 items with two factors:
Attention- Relevance, Confidence-Satisfaction.
Table 3: The reliability coefficient Cronbach s ‚lpha of CIS
Varank’s study
Pilot study
Actual study
Total
0,95
0,83
0,87
Attention
0,84
0,56
0,65
Relevance
0,84
0,67
0,65
Confidence
0,81
0,69
0,67
Satisfaction
0,88
0,61
0,72
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
3. Results and Discussion
3.1 Students’ Classroom Instruction Motivation
The statistical data for Course Interest Survey are displayed in Table 3. The findings
revealed that there is a statistically significant difference between pre-application
(M=3.29, SD=.256) and post-application (M=4.15, SD=.413) scores with regard to
students reactions to classroom instruction t
= − .
, p<.001). Thus, statistical
results of CIS show that the ARCS strategies had positive influence since students
showed higher motivation based on the overall CIS results at the end of the study.
Table 4: CIS Paired Samples Test
CI
N
M
SD
SE
df
t
Sig (2-tailed
Pre-application
30
3.29
.256
.047
29
-9.707
.000*
Post- application
30
4.15
.413
.075
*p< .001
The model has been applied and found effective by many researchers in online settings
in teaching several courses such as language, computer, archeology etc. (Carpenter,
2011; Colakoglu, 2009; Gabrielle, 2003; Huett, Kalinowski, Moller and Huett,2008;
Keller, Deiman, and Liu, 2005; Robb, 2010) and face to face settings in teaching courses
such as psychology, science and math (Balantekin, 2014; Cengiz, 2009; Kutu, 2011;
Naime-Diefenbach, 1991; Visser, 1990; Visser and Keller, 1990) and the present study
supports the effectiveness of the model in face to face language settings.
The results may be affected by the fact that the instructor who applies the model
was reported to be caring and enthusiastic and these instructor characteristics
contribute to the effectiveness of the model in enhancing students motivation Robb,
2010). Studies conducted on effect of teacher behavior on students motivation in
Turkey also show that friendly and enthusiastic instructors, and instructors who create
a relaxing atmosphere for students to share their ideas are highly motivating
(Kahraman, 2014; Partlak, 2014).
In the present study, at the end of first week, the researcher sent a motivational
text message to every student. During critical periods (first week, before midterm, after
midterm, through the end of the semester) researcher send other text messages to keep
students alert and motivated. Moreover, the researcher constantly observed student
behaviors in class, wrote motivational messages for individual students, and delivered
them in class. Moreover, students received extra materials and reminders via e-mails.
Sending text messages and e-mails as motivating attempts helped establish a relation
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
between the instructor and the students and proved to be effective as in the studies
investigated the effects of motivational messages (Huett, Kalinowski, Moller and Huett,
2008; Robb, 2010).
Moreover, the model was applied for such a long period of time that change in
students motivation could be observed. Unlike Moller (1993) who applied confidence
strategies only for a short period of time and couldn t get significant results, in this
study the model was applied for ten weeks inserting all the strategies which provided
enough time to apply the model successfully and to see the effects of it and enabled the
instructor observe changes.
Applying a pilot study was also an important factor which contributed to the
success of the application. Keller (2010) suggests trying out the strategies before
implementing them and in order to improve the quality and efficacy of the actual study
implementing a pilot study is beneficial.
The ARCS model is successful because it raises the awareness of the instructor to
involve the students and decrease the usage of traditional teaching system where only
the instructor is active and students are just passive listeners in class, but it covers
different aspects of teaching and allows students participate actively, so the model was
a challenge for the students in this study. That is, the instructor was willing to share the
floor with the students, which is one of main factors in the model and which is
considered to increase motivation (Kahraman 2014).
The CIS can also be scored for each of the four categories. Thus, to analyze the
results obtained through the scale in detail each ARCS category was evaluated
separately to see if there was a significant difference in mean scores and whether the
strategies of each category was successfully applied into the classroom instruction.
Table 5: CIS Paired Samples T-test for all subscales
PRE-APPLICATION
POST-APPLICATION
CIS
M
SD
M
SD
df
Attention
3.00
.472
4.19
.494
29
− 1.310
.000*
Relevance
3.58
.468
4.23
.484
29
− .
.000*
Confidence
3.42
.362
4.16
.448
29
− .
.000*
Satisfaction
3.13
.461
4.02
.516
29
− .
.000*
t
p
*p< .001
The greatest increase was seen in Attention subscale, since motivating students starts
with getting their attention and maintaining it. Using strategies such as stating
objectives of each lesson, playing short videos, songs, visuals and role-play activities
improves students attention to the lesson and students show more interest in the
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
language items when some unusual, surprising things are designed. (Lin, 2008;
McConnell, Hoover and Sassed, 2001).
Students weekly comments support the statistical data. Materials and activities
were perceived as interesting and gained students attention. Supporting topics with
visuals helped students to clarify the meaning easily and to understand the topic better
(Wall, Higgins and Smith, 2005). For example, vocabulary power point presentations
were used to introduce new vocabulary or picture of a customer and a waiter was used
to show how to order at a restaurant and students curiosity was aroused when these
kinds of materials were used.
Another positive comment that proves the effectiveness of the model regarding
to Attention category is the instructor s teaching style. Instructor s professional
knowledge/ skills and classroom management style were suggested to be motivating by
Dörnyei (2001a) and Wlodkowski (1993). To give an example; as stated by one of the
students, the activity in which the instructor showed coins, credit cards and notes from
her purse to teach money related vocabulary helped students focus their attention on
the lesson.
The results related to Relevance category indicate a significant difference
between pre and post application scores. It can be concluded that Relevance strategies
are effective in motivating students as supported by literature (Chang, 2001; Chang and
Lehman, 2002; Monk, 2009).
With respect to relevance category, important points were emphasized and the
objectives of the activities were explained so that students understood the importance,
relevance of a task. It was reported by the students that they could establish connections
between their lives and the instruction, activities matched with their personal goals and
all the activities conducted in class were fruitful for them. For instance, students who
were planning to participate in Work and Travel or Erasmus programs paid close
attention to topics such as asking/giving directions, ordering at a restaurant, making
suggestions. Thus, topics and tasks relevant to students interests and lives were highly
motivating relevant strategies as also supported by literature (Kahraman, 2014; Partlak,
2014).
In this study, personal language was used to make learners feel they were cared
(Chang, 2001; Chang and Lehman, 2002). Thus, the students received individual
attention and their ideas were taken into account which increased their motivation
because students want to feel included and be a part of decision-making process
(Arnold and Brown, 1999; Dörnyei, 2001a).
As for the third sub-category, Confidence, students confidence related to course
also increased. Literature indicates that students confidence to learn English can be
stimulated by confidence strategies (Huett, 2006; Lin, 2008).
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
In terms of confidence, it was also obvious from students comments that they
gradually became more and more confident with their English. Students stated they felt
that they were really learning something, they were expanding their knowledge after
each lesson, they could understand better and this gave them confidence to learn
English. In addition, students preferred pair work activities and there are studies
revealing that pair work is less threatening (Wajnryb, 1992; Zuniga, 2010). So we made
use of pair work which could have increased students confidence Carpenter,
;
Johnson,2012; Lin, 2008).
What s more students were also asked to include suggestions how to improve
instruction and materials which seemed to be effective. They commented that they felt
pleased and involved when their demands were met. For instance, some students
commented that they needed more listening exercises and the instructor provided extra
listening activities. Recognizing individual students efforts to learn and making
students believe that their instructor has high expectations that students can achieve are
motivating (Kahraman, 2014; Partlak, 2014). Students want to be an active participant of
the process (Arnold and Brown, 1999; Dörnyei, 2001a). Another confidence strategy that
increased students motivation was giving corrective and positive feedback since
feedback generates energy that students use constructively in class when given
appropriately (Carpenter, 2011, Johnson, 2012).
As in all other categories, students who participated in this study showed
positive reaction in terms of Satisfaction. With regard to satisfaction, category students
felt satisfied with the instruction since they believed that it would be beneficial for them
in the future and made a remark that they were excited to apply the skills they
acquired. Students reported that they felt satisfied because they were praised by the
instructor. ‚ccording to Partlak s study 2014), praising students for their participation
is motivating. The students also commented that they enjoyed their learning experience,
they learned, their progress was recognized by the instructor, and they worked with
friends and shared ideas with each other (Lin, 2008).
Moreover, games with scoring systems were included to provide extrinsic
rewards to reinforce intrinsically interesting tasks. When students play games they
enjoy themselves and learn at the same time (Paras and Bizzocchi, 2005; Partlak, 2014).
For instance, one of the students commented that she liked vocabulary games best since
she easily remembered the words they used to play the game.
It can be said that these strategies are effective in enhancing student satisfaction.
3.2 Students’ Instructional Materials Motivation
The findings indicated that there was a statistically significant difference between preapplication (M=3.40, SD=.516) and post-application (M=4.37, SD=.387) scores in terms of
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
students motivation level t
=− .
, p<.001)(See Table 4). Post -application results
indicated higher student motivation.
Table 6: IMMS Paired Samples Test
IMMS
M
N
SD
SE
df
t
Sig (2-tailed
Pre-application
3.40
30
.516
.094
29
-8.081
.000*
Post application
4.37
30
.387
.071
*p< .001
Instructional materials prepared in line with ARCS strategies were found effective in
motivating students in terms of course materials in teaching several online and face to
face courses such as science, psychology, management etc. (Gabrielle, 2003; NaimeDiefenbach 1991; Nwagbara, 1993; Song, 1998; Song and Keller, 2001). Gabrielle (2003),
Song (1998) and Song and Keller (2001) integrated ARCS strategies to motivate students
in online science courses, as a result students instructional materials motivation
increased. Naime-Diefenbach (1991) made use of Attention and Confidence strategies in
a face to face psychology course and these strategies increased students attention to the
instructional materials and Nwagbara (1993) inserted Relevance strategies to the
instructional materials in an online management course and students instructional
materials motivation increased. The current study results prove the effectiveness of
instructional materials prepared in line with ARCS strategies in face to face language
classes.
The effectiveness of the ARCS strategies inserted to instructional materials can be
explained by following factors. Systematically designed instructional strategies can
positively affect student motivation (Gabrielle, 2003) and students appreciate the efforts
of instructor while preparing the material. Thus, using variety of materials increases
students interest to the lesson Naime-Diefenbach 1991).
Table 7: IMMS Paired Samples T-test for all subscales
PRE-APPLICATION
POST-APPLICATION
IMMS
M
SD
M
SD
df
t
p
Attention/ Relevance
3.44
.664
4.50
.375
29
-7.686
.000*
Confidence/ Satisfaction
3.37
.556
4.27
.485
29
-6.365
.000*
*p< .001
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
The IMMS was also scored for each factor. Paired-samples t-test result revealed a
statistically significant difference between pre-application mean scores and postapplication mean scores in both categories. Students showed positive reactions to the
instructional materials based on ARCS strategies. Thus, it can be concluded that
materials prepared based on ARCS strategies were effective in improving student
motivation in terms of Attention- Relevance and Confidence-Satisfaction as Gabrielle
(2003) and Kutu and Sozbilir, (2011) also reported.
Students comments also proved the effectiveness of the materials. Students
reported that materials helped them pay attention and get interested in the lesson; they
were consistent and relevant with the objectives, materials aroused the feeling of
success and made students feel confident; and students were pleased with the materials
and satisfied.
To illustrate, when introducing the topic describing a city , instructor provided
pictures of 12 famous cities around the world and in pairs asked students to write the
city names. The pair which gave most correct answers got tokens. This activity and
materials of the activity were considered to be highly enjoyable because pictures were
used to gain students attention, showing city pictures were relevant to the objectives,
and famous cities were chosen so that every student could name some of them and felt
confident, they worked in pairs which increased their chance of guessing more cities
and this prompted feeling of satisfaction.
Attention-Relevant strategies implemented to the instructional materials
improved students attention and willingness to participate and complete activities
(Chang and Lehman, 2002; Means, Jonassen and Dwyer, 1997; Naime-Diffenbach, 1991;
Nwagbara, 1993; Song, 1998).
‚ttention strategies such as engaging the students interest by using feedback
interaction that requires active thinking, presenting problem-solving situations in a
context, using visual enhancements to support instruction, are effective strategies that
enhance students attention in the lesson Song and Keller,
; Sozbilir and Kutu,
2011)
The results revealed the effectiveness of Relevance strategies in motivating
students and support literature and some other research findings that students are more
eager to participate in instructional materials that they perceive as relevant and helpful
accomplishing their personal goals (Chang and Lehman, 2002; Nwagbara, 1993).
Materials prepared using Confidence and Satisfaction strategies increased students
Confidence and Satisfaction as Huett also found out (2006). Clear and easy- tofollow materials were used to make them feel comfortable and confident since overly
difficult materials demotivate students as Johnson (2012) suggests. Students were also
given opportunities to give and receive feedback for each task. The confidence and
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
satisfaction strategies contributed to the success of the study and were reported as
effective since students became more committed to the learning tasks and realized
higher academic goals and this type of confidence and satisfaction contributes to
ongoing motivation or the feeling that students want to continue learning English. The
results of the study indicated that novelty, materials with appropriate level but
challenging, materials supported with visuals, feedback promote feeling of confidence
and satisfaction.
4. Conclusion and Pedagogical Implications
The current study has supported the idea of adaptability and effectiveness of the ARCS
motivational model in an English language class. Though the results of the study cannot
be generalized, they indicate some implications related to language teaching. This study
indicates that students
motivation to learn can be increased applying ‚RCS
motivational design since students experience a positive and motivating language
learning atmosphere.
The effectiveness of ‚RCS motivational model both on students course interest
and instructional materials motivation might be explained by the fact that the strategies
are presented in a very clear way that instructors can apply them in their own settings
easily. As long as instructors analyze their audience and materials carefully, and adapt
the model according to their own objectives and teaching/learning context, the chance
of model to be effective is high (Keller, 2010). In this study, model was successfully
implemented and strategies were used appropriately, thus student motivation
increased. Strategies were identified and they were systematically implemented to the
course instruction or materials via detailed lesson plans which provides a plan of work
and guidance for the instructor. As a consequence of these applications, the model was
effective in preparatory classes.
The four categories of ‚RCS motivational model exert impacts on students
motivational level. The strategies that belong to these four categories are proved to be
essential elements in the process of teaching and learning English. Students initial
concerns related to learning English were minimized using ARCS strategies.
The students ‚ttention to learn English has been gained and maintained with
the attention strategies such as stating objectives of each lesson, playing songs and
games, visuals, role-plays and providing variety. We can conclude that the key point is
to be aware of the fact that getting students attention to the lesson is the first step to
motivate students since attention strategies help students focus their attention on the
lesson and stay concentrated. Thus, the fear of not being able to learn, which was a
mentioned problem at the beginning of the study, was eliminated.
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
Course content Relevance in learning English has been improved by combining
course instruction with students
past experiences and existing
knowledge,
emphasizing the present value and future usefulness of the instruction, providing
choice, answering students question why they are learning a particular subject.
Relating materials students own lives and using variety also helped them to learn and
remember vocabulary better which was a mentioned problem.
In addition, students felt confidence in English by providing self-evaluating
tools, attributing success to effort, providing low risk conditions to encourage students
to participate and helping students build positive expectations for success. Initially,
students commented that being criticized about mistakes in front of others is
demotivating. It can be concluded from the results of this study that when instructors
listen to the students attentively without interrupting, and show interest and reflect on
their ideas instead of focusing on only their mistakes, they become confident about their
English level.
The students level of satisfaction with their learning process has been improved
through strategies such as providing constructive feedback, rewards, avoiding threats,
frequent positive instructor and student communication. These satisfaction strategies
helped students to overcome the problem that they don t know how to learn. It is
important that students leave the class with positive feelings. In this study students
hard work and efforts were appreciated, they were treated fairly and built good
relationships with the instructor. At the end of the study, they commented that they
could talk better English which was another problem at the beginning.
Moreover, the results of the study may help us to draw conclusions and
implications for the English instructors, course book writers and instructor trainers.
First implication that can be drawn from the present study is that instructor should
review lesson materials and choose the suitable ones, prepare clear, interesting, and
applicable materials, relevant for the students and appropriate for their level to gain
and sustain student motivation. Because, some course books that instructors rely on do
not include motivational materials. If instructors carefully evaluate materials before
they bring them to class, they can easily overcome these problems. This implies that
instructors should be aware of the fact that they play a crucial role on student
motivation and should feel responsible.
In addition, following course book extensively can become boring because after a
period of time it starts to be monotonous and students lose their attention to the lesson.
Providing similar activities especially cut-up, matching, info-gap activities makes them
more enthusiastic and energetic and brings variety to the instruction, since course books
can be boring and instructors may need extra materials to support the book (Selcuk,
2011; Tomlinson, 2012; Tze-Ming, Chou,
. Course books shouldn t be considered as
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
the only teaching tool (Fredericks 2005). New and interesting materials and visuals are
needed to maintain students attention as also Acat and Demiral (2002) suggested.
Another implication is that, instructors should encourage students that they can
achieve on the condition they put enough effort and examples of successful people
should be mentioned so that students believe in their capabilities.
There are also implications for Course book writers. Course book designers
should consider motivational characteristics of their target audience and take them into
consideration while designing course books. Moreover, motivational tactics and
strategies can be inserted to the course books and additional suggestions can be
provided for the instructors.
One implication of this study is related to instructor training. It should be
underlined that motivation is not something that only students themselves are
responsible for. Thus, in instructor education and education policies of government,
motivation should be considered as an important factor and the importance of
motivation should be emphasized more.
The effectiveness of the ARCS model can be examined in different settings, with
different age and proficiency level groups. The participants of this study were preintermediate level students. Different proficiency levels may react to ARCS
motivational model differently. The model can be applied to different proficiency levels
and the differences can be observed. Finally, course books or instructional materials in
terms of ARCS strategies can be evaluated. ‚ course books motivational effectiveness
can be identified and suggestions can be made.
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Appendix
EXAMPLE LESSON PLAN
Course Title: Main Course
Materials: course book, course book
Speak-out pre-intermediate
Class: prep- 5 and 8
interactive programme, pictures, extra
photocopies
Time required: 3 lessons
Unit title: UNIT 7- CHANGES
Lesson title: 7.1 STUCK IN A RUT
Unit objectives: Throughout this unit, the student will be able
Lesson objectives: By the end of this
to achieve the following aims:
lesson students will be able to;
• To talk about a life change.
Ask and
• To tell the story of a man s life.
about
• To find specific information about facilities
activities.
• To read and predict information in a story.
• To use paragraphs to write about a change and to write a
blog/diary.
answer questions
pastimes
and
past
Describe past activities and
personal experiences.
Talk about changes in their
lives.
Instructional tactics
Motivational tactics (ARCS)
Teacher explains the objectives and importance of the lesson
State explicitly how the instruction
clearly. (Today, we will talk about famous people and big
builds on the learner s existing skills.
changes they made in their lives and we will talk about
(R)
changes in our lives mentioning our childhood. Etc.)
Incorporate clearly stated, appealing
learning goals into instruction (C)
1A Teacher shows pictures of three famous people who
Show visual representation
experienced a big life change. Ask a series of questions about
important object, vary the format of
these people. (ex. Do you know that Lady Gaga was a waitress
instruction, introduce a fact that seems
before she became famous? Discuss about these people s life
to
changing experience. Teacher uses the target structure used to
experience (A)
during the discussion
Use personal language and get some
Teacher asks sts whether they would like to change their lives
personal information from sts (R)
contradict
the
of an
learner s
past
or not and gets answers from some sts. Shows interest to sts
answers.
1B T. tells sts that there are a lot of people who change their
Provide clear instruction (C)
lives. ‛ecause they are not famous we don t know them. We
Provide
are going to listen to a radio programme about two women
methods for accomplishing a goal (S)
meaningful
alternative
who changed their lives. Before listening to the programme
let s read the introduction of this program. There are some
unknown phrases, please do not use a dictionary. We will try
to understand them from the context together. T. and Sts. talk
about the radio program.
2A using contextual clues t and sts try to guess the words
Verbally reinforce a student s intrinsic
together and sts uses these new phrases in a fill in the blanks
pride in accomplishing a task (S)
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
activity. T. emphasizes that sts don t always need a dictionary.
Include statements about the likelihood
of success with effort (C)
3A We have learned these phrases since they use some of them
Use content related examples (A)
in the listening text. We are going to listen about Jasmin and
Anita. Look at their pictures, what do you think they have
changed in their lives? (T. writes on board sts guesses)
3B. sts listen and check their predictions.
‚ We know the old jasmine and the new one. Let s look at
Vary the format of instruction (A)
changes. (sts gives the information and teacher writes them on
board using used to
Old
New
She used to work in a hospital.
She is a musician now.
She didn t use to have free time. She has a lot of free time.
(T. and sts examine the example sentence and talk about uses
of used to
Sts complete grammar activities.
5A We have learned a lot about the lives of jasmine and anita.
Do you think they made the right decisions about their lives?
Would you make any changes like this? Who would?
7A not big as Anita and Jasmin s but we have also made
Shift
changes in our lives. There are some possible changes, which of
instruction
them also true for you. Share with your partner do you have
interface (A)
any similarities?
Use activities that require learner
between
and
teacher-student
student-
student
participation (A)
8A make a list of four changes in your lives. (appearance,
Have sts learn new skill under low risk
home, work, hobbies etc.) work in groups of four, who changed
conditions, but practice performance
the most. T. asks the groups about who changed most and
of well-learned tasks under realistic
what the changes are.
conditions (c)
9A there is another life change example, Ryan. But he wrote his
Organize materials on an increasing
experience for a magazine. Lets read it and find out the big
level of difficulty, (c)
change. (T. and sts together go through the paragraph)
9C Imagine that you are working for a magazine. Your editor
wants you to write about a life-changing experience like
Ryan s. Search on the internet and write a similar paragraph
we will read them tomorrow. HOMEWORK
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THE EFFECTS OF ARCS MOTIVATIONAL MODEL ON STUDENT MOTIVATION TO LEARN ENGLISH
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