International Conference on English Instruction and Assessment
Motivation and Attitude toward Integrated
Instruction through Technology in College-level
EFL Reading and Writing in Taiwan
Course: Specific Topic
Instructor: Dr. Nan-Torng Lin
By Li-Wen Huang 黃莉雯
Serial number: No. 23
Class: DAFL 4A
October 30, 2007
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International Conference on English Instruction and Assessment
Motivation and Attitude toward Integrated Instruction through
Technology in College-level EFL Reading and Writing in Taiwan
Abstract
The purposes of this study are: (1) to examine the attitudes and motivation of
both teachers and students toward integrated instruction through technology (IITT) for
college English reading and writing (ERW) in Taiwan; (2) to identify the relationship
between teachers’ and students’ technological knowledge and their willingness to
apply IITT in a class; (3) to investigate the ways teachers and students are using
technology currently in teaching and learning ERW; and (4) to explore effective ways
of using technology to promote English literacy.
The researcher conducted a convenience sampling survey for investigating
students’ and teachers’ motivation and attitude toward IITT among three different
school systems (public university, private university, and military academy).
Descriptive statistics demonstrated that the students and teachers have high
motivation and positive attitudes toward IITT, but they lack experience applying it.
T-tests showed that there is no significant relationship between either students’ or
teachers’ technological knowledge and their willingness to enroll in or teach a class
using IITT. Correlation analyses showed that English grades are significantly
correlated with the students’ computer experience. The more students use computers
for learning ERW, the higher their English grades would be.
Furthermore, the majority of students can access computers at school or at
home, but they lack opportunities to utilize technology for high-level thinking
activities. Constructivism is the most popular learning theory of computer-assisted
language learning (CALL). Teachers need to know how to design suitable CALL
activities for students to construct meaning from their learning experiences. Computer
technology can be an effective teaching/learning tool, but whether its potential can be
developed depends on how teachers and students use it. The literature review supports
that integrated instruction is a beneficial teaching approach for ERW and that
technology is an effective tool to strengthen language teaching/learning. If IITT can
be integrated into the curriculum, it can promote students’ English literacy in Taiwan.
Definition of Key Words
“Integrated Instruction through Technology” refers to the application of computers in
a class with integrated reading and writing instruction.
“Motivation” refers to the mental states that motivate teachers or students to learn
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International Conference on English Instruction and Assessment
new technological skills for foreign language teaching and learning.
“Attitude” refers to teachers’ or students’ perceptions and beliefs in integrating
technology into foreign language teaching and learning.
Introduction
A worldwide increase in the demand for foreign language instruction and
learning has stimulated interest in how technology can help meet students’ needs,
such as providing access to cultural knowledge, expanding authentic learning
resources, and communicating with native-speakers of the target language (Oxford,
1995; Armstrong & Yetter-Vassot, 1994; Kataoka, 2000). The use of technology in
teaching second languages has been increasing dramatically over the past decade,
especially in enhancing reading and writing skills.
Integrated instruction is a new approach in teaching English reading and writing.
In the traditional EFL field, reading and writing are recognized as two separate
disciplines with no theoretical relationship. However, Petrosky (1982) explains, “the
only way to demonstrate comprehension is through extended discourse where readers
become writers who articulate their understandings of and connections to the text in
their responses” (p. 24). In addition, Chen (1992) proposes that integrating reading
and writing instruction is a good way to foster active independent comprehenders with
cross-cultural understanding and appreciation because writing is used to check
whether students understand what they have read, while reading is used as a
preparation for writing tasks.
Many studies conclude that motivation and attitude have a significant
connection with language acquisition and achievement (Gardner, 1985;
Wudthayagorn, 2000). Gardner (1985) believes that “attitudes and motivation are
important because they reflect an active involvement on the part of the student in the
entire process of learning a second language” (p. 61). Therefore, it is important to
examine both students’ and teachers’ motivation and attitudes toward the new
approach (integrated instruction) through the new trend (computer-assisted language
learning) in learning/teaching English.
Statement of the Problem
There are some problems motivate the researcher to conduct this study:
The English literacy abilities of Taiwanese college students have generally been seen
as unacceptable or poor. And in the other way, the approach to teaching English in
Taiwan has been seen as ineffective, and far from satisfying social needs.
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International Conference on English Instruction and Assessment
In a traditional reading class, the teacher usually conducts a cloze or a multiple choice
test to evaluate students’ reading comprehension, but without using high order
thinking activities such as writing a semantic map, an essay or a composition about
the content.
In a traditional writing class, the teacher often distributes a topic to students and
asks them to write a composition or an essay. However, when the topic is unfamiliar
to students, they waste a lot of time trying to locate background knowledge and can’t
do a deep exploration of the topic.
Related research points out that integrating technology into the educational
curriculum has the potential to change the process of education drastically. Related
research also suggests that any successful change in educational practice needs the
development of high motivation and positive user attitudes toward the new
technology.
Research Questions
The following research questions will be explored:
Question 1: What is the students’ and teachers’ level of motivation toward using
integrated instruction through technology in learning/teaching English?
Question 2: What are the students’ and teachers’ attitudes toward using integrated
instruction through technology in learning/teaching English?
Question 3: Does students’ and teachers’ technological knowledge relate to their
willingness to enroll in/teach a course that integrates ERW in a technological
environment?
Question 4: To what extent do students currently use technology for learning ERW?
Question 5: What are the relationships among students’ attitudes and English grades
and their use of technology for learning ERW?
Theoretical Framework
The theoretical framework I am using includes the theory of Computer-assisted
Language Learning (CALL) and its instructional principles, and the theory of
integrated instruction from psychological, pedagogical, and sociological aspects to
support the theme (Integrated Instruction through Technology) of the study.
Methodology
The main purpose of this study is to investigate the motivation and attitude
toward integrated instruction through technology among college students and teachers.
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International Conference on English Instruction and Assessment
I think a survey is the ideal type of data collection for the study. Because this study
was conducted at a particular time, it was a cross-sectional survey.
The survey had been administered to 40 randomly freshmen and 10 English teachers
through convenience sampling at each of the three different kinds of school systems
(one military academy, one private university, and one public university). The
instruments used in the survey consist of the student questionnaire and the teacher
questionnaire (see Appendix A and Appendix B).
Framework of the Questionnaire
Figure 1 shows that motivation, attitude, practice, and grade may influence each
other. Knowledge, environment, and experience may influence people to practice.
Willingness belongs to motivation, but according to the research questions, I separate
it from motivation.
Motivation
(Willingness)
Attitude
Practice
Knowledge
Environment
Experience
Grade
Figure 1. The Conceptual Model of the Questionnaire.
Results and Discussion
Table 1 shows that both the students and teachers have a positive attitude with
each attitude item.
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International Conference on English Instruction and Assessment
Table 2 shows that both the students and teachers have a positive attitude with
each attitude item.
Table 2:
Students' and Teachers' Attitude
3.5
3
2.5
2
1.5
1
0.5
0
Students
Teachers
Effective Authentic Activities Better Efficiently Learning own pace/
Learning/
Method Use
Style flexible
Effieient
effort
Table 3 shows that there is no significant relationship between both students’ and
teachers’ technological knowledge and their willingness to enroll in or teach a class
using IITT.
Table 3: Means, Standard Deviations and T test for
Technological Knowledge by Willingness
Willingness
n
Mean
SD
t
p
Students Yes
No
111
9
3.52
3.44
0.66
0.49
.35
.73
Teachers Yes
No
18
12
3.50
3,05
0.88
0.57
1.55
.13
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International Conference on English Instruction and Assessment
Table 4 shows that 42.5% of the students use computer for learning English with
none or less than 1 hour per week. In addition, 87.4% of the students never or rarely
write an essay after reading English information from the computer.
Table 4: Frequencies and Percentages for Hours and Writing Essay in Using
Computer for Learning English
___________________________________________________________________
Variable
n
%
Hours per week student use computer for learning English
None
18
15.0
Less than 1 hour
33
27.5
1 to 3 hours
44
36.7
4 to 6 hours
15
more than 6 hours
10
Writing an essay after reading English information from the computer
12.5
8.3
Never
51
49.5
Rarely
39
37.9
Some of the time
12
11.7
All the time
1
1.0
_____________________________________________________________________
Table 5 shows that most students often apply CALL for low-level thinking
activities (for example, spelling and grammar check, sending/receiving messages,
reading information). However, they rarely apply CALL for high-level thinking
activities (for example, writing a summary or essay, simultaneously communicating
with teachers or other students through conferencing systems).
Table 5: Frequencies and Percentages for Students
Specific Applications of Technology
Never
Rarely Sometimes Often
Item
Check spelling & grammar
Chat rooms exchange
n
%
n
%
n
%
n
%
Mean
16 13.3 24 20.0 43 35.8 37 30.8 2.84
23 19.2 26 21.7 46 38.3 25 20.8 2.61
text message
Finding information on
20 16.8 34 28.6 42 35.3 23 19.3 2.57
the Internet
Use conferencing system to
52 43.3 42 35.0 21 17.5 5 4.2 1.83
Communicate teacher
_____________________________________________________________________
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International Conference on English Instruction and Assessment
Table 6 shows that students’ English grades are significantly correlated with their
computer experience, but not with attitude. In addition, students’ attitudes have no
significant correlation with computer experience.
Table 6:Correlations of Students’ English Grade, Attitude and Computer Experience
English grade
English grade
Attitude
Computer experience
Attitude
-.133
Computer experience
.359**
-.032
**p < .01.
Conclusion
The researcher would like to conclude the study with the following points:
First, both the college students and teachers have high motivation and positive
attitudes toward IITT, but they lack experience practicing it. Although the theories of
CALL and theories of integrated instruction support the use of IITT. However, from
the study results, we know that, in fact, a large gap between theory and practice needs
to be filled.
The second point. Integrated instruction is a beneficial teaching approach for
English reading and writing.
The third point. Computer technology is an effective tool to strengthen foreign
language teaching and learning. Thus, if IITT can be integrated into curriculum in
Taiwan, it can not only prevent educators’ worries about the surface “Net-thinking”
for the “E-generation”, but also can promote college students’ English literacy.
The fourth point. Constructivism is the most popular learning theory of CALL.
Teachers need to know how to design suitable CALL activities to teach reading and
writing for students to construct meaning from their learning experiences.
References
Armstrong, K. & Yetter-Vassot C. (1994). Transforming teaching through technology.
Foreign Language Annals, 27 (4), 475-86.
Chen, P. -C. (1992). How to close link reading with writing: an integrated
instructional approach for the college English reading classes. Journal of
National Cheng-Kung University, Vol. 24 Hum. & Soc. Section, 25-44.
Gardner, R. C. (1985). Social psychology and second language learning: The role of
attitudes and motivation. Baltimore, MD: Edward Arnold.
Kataoka, K. (2000). Computers for English language learning in Japanese schools
[ED439600].
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International Conference on English Instruction and Assessment
Lin, N.-T. N. (2002). Motivation and attitude toward integrated instruction through
technology in college-level EFL reading and writing in Taiwan. Unpublished
Dissertation, University of Pittsburgh.
Oxford, R. L. (1995). Linking theories of learning with intelligent computer-assisted
language learning (ICALL). In M. V. Holland, J. D. Kaplan, & M. R. Sams
(Eds.) Intelligent language tutors: Theory shaping technology. Mahwah, NJ:
Lawrence Erlbaum Associates.
Petrosky, A. (1982). From story to essay: Reading and writing. College Composition
and Communication, 33, 19-36.
Wudthayagorn, J. (2000). Attitude and motivation of elementary school students in a
Japanese FLES program. Unpublished Dissertation, University of Pittsburgh.
Appendix A
Students’ Questionnaire
Directions:
1. In this questionnaire, “integrated instruction through technology” refers to
the application of computers in a class that combines the teaching of reading and
writing.
2. The purpose of this survey is to gather information concerning college
students’ motivations and attitudes toward integrated instruction through technology
in learning English.
3. This is not a test; therefore, there is no right or wrong answer to each
question. In answering the questions, please check () the answer in the box (□)
which best indicates your situation and feelings. It is important that you respond to
each statement truthfully. Your opinions will be strictly confidential.
4. You do not have to answer any question which makes you feel
uncomfortable.
5. If your answer is “other”, please clarify your answer by writing a response on
the line provided.
Example
SD = Strongly Disagree; D = Disagree; A = Agree; SA = Strongly Agree
1. It would be fascinating to use integrated instruction
through a computer in learning English.
SD
□
D
□
A
□
SA

(If you strongly agree it would be fascinating, then mark () in the box under label
SA.)
Personal Information
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International Conference on English Instruction and Assessment
Name of the school
_______________________________________________________
1. Gender: □Male
□Female
2. Age: ____ years
3. My major of study is in the college of:
□Liberal Arts
□Science
□Engineering
□Education
□Business Administration
□Law
□Medicine and Pharmacy
4. Why do you want to learn English? (check all that apply)
□interested in the language
□interested in the culture
□have friends who speak the language
□required to take a language course to graduate
□need it for my future career
□need it for travel
□other (list):
__________________________________________________________
5. My family income (N.T.)/month:
□ More than 100,000
□ 50,000 to 100,000
□ 30,000 to 50,000
□ less than 30,000
6. Have you ever used computers for learning English?
□Yes
□No
7. Have you ever heard of integrated instruction (i.e., a class that combines the
teaching of reading and writing together) before?
□Yes
□No
If yes, please describe briefly your understanding of the usefulness of integrated
instruction:
_____________________________________________________________________
_____________________________________________________________________
Part I
SD = Strongly Disagree; D = Disagree; A = Agree; SA = Strongly Agree
1. It would be fascinating to use integrated instruction
through a computer in learning English.
SD
□
D
□
A
□
SA
□
2. Learning English reading and writing through a
computer would be more fun for me.
□
□
□
□
3. Learning English reading and writing through a
computer would make me less anxious.
□
□
□
□
4. Using computer-assisted language learning could
promote my English literacy abilities.
□
□
□
□
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International Conference on English Instruction and Assessment
□
□
□
□
6. It would be more effective for students to learn English
reading and writing in an integrated way using the
computer than to learn English reading and writing
separately in the traditional way.
□
□
□
□
7. Integrated instruction through technology could provide
abundant and real-life English information.
□
□
□
□
8. Integrated instruction through technology could offer
varied English reading and writing activities.
□
□
□
□
9. In terms of the learning result, integrated instruction
through technology could be better than other methods of
instruction.
□
□
□
□
10. The use of a computer could permit students to
□
□
□
□
11. The use of a computer for English reading and writing
could be suitable to various learning styles of students.
□
□
□
□
12. I feel I could work at my own pace while working with
a computer for learning English reading and writing.
□
□
□
□
5. I am interested in knowing more about using integrated
instruction through computers for learning English.
efficiently use their time for reading and writing English.
Part II
NA = Not at All; VL = Very Little; SE = Some Extent; W = Well; VW = Very Well
1. I can operate a computer to use software successfully.
2. I can search the Internet to find information on a
particular topic or problem.
NA VL SE W VW
□
□ □ □ □
□
□
□
□
□
3. I can use computer-mediated communication (e.g.,
e-mail, chat rooms, and conferencing systems) to
communicate with teachers or with other students.
□
□
□
□
□
4. I can use a word processor to write English
compositions.
□
□
□
□
□
5. How would you rate your computer abilities in general?
□Extremely Poor
□Below Average
□Average
□Extremely Good
□Above Average
Part III:
1. Do you currently own a personal computer at home or at your dormitory?
□Yes
□No
2. Does your school have a special computer lab for language teaching and learning?
□Yes
□No
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International Conference on English Instruction and Assessment
3. Do you think that there are enough computers at your school for students who need
to use them to learn English?
□Yes
□No
Part IV:
1. If an English class using integrated instruction through technology were offered,
would you want to enroll in it?
□Yes
□No
2. What is your approximate grade in English class(es) this school year?
□A (100-90)
□B (89-80)
□C (79-70)
□D (69-60)
□Below D (less than 60)
Part V:
1. On average, how many hours a week do you spend using a computer for learning
English (either in school or outside of school)?
□none
□less than 1 hour
□1 to 3 hours
□4 to 6 hours
□more than 6 hours
2. After using the computer to read English text or information, I write a summary or
an essay about the content in English.
□Not applicable (I do not read English text on the computer.)
□Never
□Rarely
□Some of the time
□All the time
N/A = Not Applicable; SD = Strongly Disagree; D = Disagree; A = Agree;
SA = Strongly Agree
3. The instructions given by the English teacher would
make it easy for me to start technological assignments.
N/A SD D A SA
□
□ □ □ □
4. When I encounter English vocabulary that is unclear, I
prefer to use electronic resources (e.g., encyclopedia CD
or on-line dictionary) rather than use a traditional printed
dictionary.
□
□ □
□
□
5. In view of the effort I put into it, I am satisfied with
what I learned while using computer in learning English
reading and writing.
□
□ □
□
□
6. It is difficult for me to finish computer activities in
English classes because of my lack of skills on the
computer.
□
□ □
□
□
N = Never; R = Rarely; S = Sometimes; O = Often
7. How often have you used computers to learn English reading
and writing in the following ways?
(1) Doing drills and practices about vocabulary and grammatical
patterns
12
N
R
S
□
□ □□
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International Conference on English Instruction and Assessment
(2) Reading English course texts on the computer
□ □
(3) Reading English news on the Internet
□
(4) Sending/receiving English e-mail
□
(5) Sending/receiving messages on a BBS(Bulletin Board Service)
□
in English
(6) Finding information for English assignments through the package □
software in the Media Center
(7) Finding information for English assignments through a database □
(8) Finding information for English assignments on the Internet
□
(9) Turning in English assignments through e-mail
□
(10) Using listserv to distribute/receive English messages
□
□□
□ □□
□ □□
□ □□
□ □□
□ □ □
□□ □
□ □□
□ □ □
(11) Using chat rooms to do real-time exchanges of English text
messages
(12) Using computer conferencing systems to communicate with
□ □
□ □
□ □
□ □
teachers and other students in English
(13) Using word processors to check English spelling and grammar
□
□ □ □
Thank you for your support and cooperation.
Appendix B
Teachers’ Questionnaire
Directions:
1. In this questionnaire, “integrated instruction through technology” refers to
the application of computers in a class that combines the teaching of reading and
writing.
2. The purpose of this survey is to gather information concerning college
teachers’ motivations and attitudes toward integrated instruction through technology
in teaching English.
3. This is not a test; therefore, there is no right or wrong answer to each
question. In answering the questions, please check () the answer in the box (□)
which best indicates your situation and feelings. It is important that you respond to
each statement truthfully. Your opinions will be strictly confidential.
4. You do not have to answer any question which makes you feel
uncomfortable.
5. If your answer is “other”, please clarify your answer by writing a response on
the line provided.
Example
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International Conference on English Instruction and Assessment
SD = Strongly Disagree; D = Disagree; A = Agree; SA = Strongly Agree
SD D
□ □
1. It would be fascinating to carry out integrated
instruction through a computer in teaching English.
A
□
SA

(If you strongly agree it would be fascinating, then mark () in the box under label
SA.)
Personal Information
Name of the school
_______________________________________________________
1. Gender: □Male
□Female
2. Age: □Below 30
□31-40
□41-50
□51-60
□ 61 or older
3. How many years had you been teaching English?
□Less than or equal 5 years
□6-10 years
□21-30 years
□Greater than 30 years
□11-20 years
4. What is your average class size for freshman English? _________
□15 students or fewer
□16-25 students
□26-35 students
□36-45 students
□More than 45 students
5. Have you ever used computers for teaching English?
□Yes
□No
6. Have you ever heard of integrated instruction (i.e., a class that combines the
teaching of reading and writing together) before?
□Yes
□No
If yes, please describe briefly your understanding of the usefulness of integrated
instruction and where you learned about it:
___________________________________________________________________
___________________________________________________________________
Part I
SD = Strongly Disagree; D = Disagree; A = Agree; SA = Strongly Agree
1. Reading could enrich the background knowledge for
SD
□
D
□
A SA
□
□
□
□
□
□
writing.
2. After reading, writing could demonstrate reading
comprehension.
3. Reading and writing have a similar cognitive process and
have a reciprocal relationship.
□
□
□
□
4. It would be fascinating to carry out integrated instruction
through a computer in teaching English.
□
□
□
□
5. Teaching English reading and writing through a computer
□
□
□
□
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International Conference on English Instruction and Assessment
would be more fun for me.
6. Teaching English reading and writing through a computer
would make my instruction more effective.
□
□
□
□
7. Integrated instruction through a computer would be more
effective in improving students’ English literacy than teaching
reading and writing in traditional separate ways.
□
□
□
□
8. I am interested in learning more about carrying out
integrated instruction through technology in teaching English.
□
□
□
□
9. Integrated instruction through technology could provide
abundant real-life English information and meet students’
□
□
□
□
10. Integrated instruction through technology could offer
varied English reading and writing activities.
□
□
□
□
11. The effort necessary to integrate computer into English
□
□
□
□
12. Integrated instruction through technology would be a
flexible method of teaching English.
□
□
□
□
13. In terms of students’ learning result, integrated instruction
through technology could be better than other methods of
□
□
□
□
14. Integrated instruction through technology would be
suitable to various learning styles of students.
□
□
□
□
15. Integrated instruction through technology would allow
students to efficiently use their time for studying English or
increase the speed of learning.
□
□
□
□
needs.
reading and writing teaching would be an efficient use of my
time.
instruction.
Part II:
NA = Not at All; VL = Very Little; S = Some Extent; W = Well; VW = Very Well
1. I can operate a computer to use software successfully.
NA VL SE W VW
□
□ □
□ □
2. I can search the Internet to find information on a
particular topic or problem.
□
□
□
□ □
3. I can show uses of computer-mediated communication
(e.g., e-mail, chat rooms, and conferencing systems) to
communicate with teachers or with other students.
□
□
□
□ □
4. I can show uses of word processing systems such as
spelling and grammar check, and desktop publishing
software.
□
15
□
□
□
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International Conference on English Instruction and Assessment
5. I can design and develop English learning activities that
□
□
□
□
□
integrate the use of computers for students.
6. How would you rate your computer abilities in general?
□Extremely Poor
□Below Average
□Average
□Extremely Good
□Above Average
Part III:
1. Do you currently own a personal computer at home or at your office?
□Yes
□No
2. Does your school have a special computer lab for language teaching and learning?
□Yes
□No
3. Do you think that there are enough computers at your school for students who need
to use them to learn English?
□Yes
□No
Part IV:
1. If the school authority allows, would you want to open an English class using
integrated instruction through technology?
□Yes
□No
2. How long does your average student receive computer-assisted English instruction
at school in an average week?
□None
□less than 30 min.
□30-59 min.
□60-119 min.
□120 min. or more
3. After students use the computer to read English text or information, I ask them to
write a summary or an essay about the content in English.
□Not applicable (My students do not read English text on the computer.)
□Never
□Rarely
□Some of the time
□All the time
N/A = Not Applicable; SD = Strongly Disagree; D=Disagree; A=Agree; SA=Strongly
Agree
4. In view of the effort I put into it, I am satisfied with
students’ learning results while using computer in teaching
N/A SD D A
□
□ □ □
SA
□
English reading and writing.
5. It is difficult for me to develop and implement
□
computerized English tasks for my students because of my
lack of computer skills.
6. The lack of equipment and technical problems make it
difficult for me to use computer tasks in my English
classes.
N = Never; R = Rarely; S = Sometimes; O = Often
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□
□
□
□
□
□
□
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International Conference on English Instruction and Assessment
7. How often have you used computers to teach English reading and N
writing in the following ways?
(1) Giving an instruction before students start technological tasks
(2) Asking students to do drills and practices about vocabulary and
grammatical patterns
(3) Asking students to read English course texts on the computer
(4) Asking students to read English news on the Internet
(5) Sending/receiving English e-mail with students
(6) Finding information for teaching English assignments through
package software
(7) Finding information for teaching English assignments through
a database
(8) Finding information for teaching English assignments on the
Internet
R
S
O
□ □ □ □
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(9) Asking students to turn in English assignments through e-mail
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(10) Using listserv to distribute/receive English teaching issues with □
other professionals
(11) Using chat rooms to do real-time exchanges of English text
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messages with students
(12) Using computer conferencing systems to communicate with
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students or other teachers in English
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(13) Asking students to use word processors for English spelling
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and grammar checking
8. Have you received any professional training in the use of computer-assisted
language learning?
□Yes
□No
If yes, please describe briefly hours, where, and what the characteristics of the
training program were that you have received in the following comment section.
I am very interested in any comments you have regarding integrated instruction
through technology in teaching English. Please write your comments in the below
space. Feel free to attach additional paper.
Thank you for your support and cooperation.
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