O impacto das tarefas de aprendizagem mediadas pela lousa digital interativa na motivação situacional de aprendizes de inglês

摘要

Some authors have suggested that learning tasks conducted in L2 classes can motivatelearners in different ways. Similarly, Interactive Whiteboards (IWB) have already beenlinked as drivers to engagement and enthusiasm in L2 classes, which may cause someimpact on affective variables that influence learning (e.g. motivation). This crosssectionalmixed-methods study aims to understand how situational motivation causedby learning tasks mediated by the IWB impact participants. We seek to answer thefollowing research questions: (1) How does motivation as a personality trait of thelearner relate to his/her additional language learning performance?, (2) How does thetype of learning task mediated by the IWB impact the learner s motivation?, (3) Howdoes motivation vary along the learning task mediated by the IWB? and (4) What is therelation between the learning task motivation and the learners perception about the taskmediated by the IWB? Data collection lasted four months with 29 learners from aprivate language school. The instruments used were the following: (a) an initialquestionnaire (adapted from the Attitudes/Motivation Test Battery by GARDNER,2004), (b) situation-specific on-line scales to assess learners motivation in threemoments: before, during and after the task, and analyze how motivation varies along thetask; (c) class observations and field notes resulting from these observations, (d)participants end-of-course grades to understand the connection between academicsuccess and their motivational profiles and (e) a final questionnaire with the qualitativepurpose to know learners perceptions about the tasks mediated by the IWB. Ourtheoretical framework is based on Task-Based Learning and cognitive aspects present intasks (WILLIS, 1996; SKEHAN, 1996), theories on motivation and second languagelearning (GARDNER, 2001; DÖRNYEI e OTTÓ, 1998; DÖRNYEI, 2000; 2002) andconceptions about L2 learning mediated by technology (GIBSON, 2001; OLIVEIRA,2001; MILLER et al, 2005). Our results do not point out to a significative correlationbetween learners end-of-course grades and their motivational profiles. However, theyindicate that there is some variability in situational motivation along the tasks, evenamong learning tasks from the same type. Furthermore, they show that learners reportdifferent perceptions for each learning task and that the impact of the IWB onparticipants did not have a large proportion