English Speaking Motivation and Achievement in On-offline Blended Learning Context

Abstract

This study aims to examine how a new English learning context, representing on-offline blended learning, is interrelated with motivation and L2 speaking achievement of the students taking a college English speaking course. The data consisted of 88 Korean college students' questionnaire responses, final scores in an on-offline blended speaking course, and qualitative interviews with 6 students. The students scored higher on extrinsic motivation than intrinsic motivation with their scores on amotivation being very low. The contextual factors of foreign instructors and peer comparison marked high scores, whereas need of a Korean instructor and an online portion of the class gained low scores. These contextual factors correlated significantly with the achievement in speaking. Motivation, by contrast, was found to have no direct correlation with the L2 achievement. The results corroborate the roles of the ICT-incorporated context in the learning process as motivational subscales affecting achievement through their interplay with the contextual factors.