Criteria for Motivational Technology-Enhanced Language Learning Activities

• Pinelopi Krystalli ^[1] ; Panagiotis Panagiotidis ^[1] ; Panagiotis Arvanitis ^[1]
  1. [1] Aristotle University of Thessaloniki

     Aristotle University of Thessaloniki

     Dimos Thessaloniki, Grecia

     
• Localización: Technology and the Psychology of Second Language Learners and Users / Mark R. Freiermuth (ed. lit.), Nourollah Zarrinabadi (ed. lit.), 2020, ISBN 978-3-030-34212-8, págs. 571-593
• Idioma: español
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• Resumen

  • One challenge for educators is to find the most appropriate way to use and exploit Web 2.0 tools and services in order to enhance learner motivation and help learners engage in the learning process as well as overcome problems of lower self-esteem. This chapter proposes key criteria to draw links between technologies, motivation and engagement to learn a foreign language. To this end, based on three motivational models and inspired by gamification, we have compiled a list of 15 criteria for teachers to consider when designing online activities. The criteria were ranked according to their significance by 72 students from a French department at a large Greek university. The criteria are classified according to students’ perceptions and can be applied in the language learning classroom.