An investigation of technology-mediated task-based learning and learner motivation at a vocational higher education institution in Indonesia

Abstract

This thesis is an exploratory study of the implementation of technology-mediated Task-Based Learning (TBL) in an English as a Foreign Language (EFL) context in an Indonesian vocational higher education institution. It investigated naturally occurring TBL writing classes to examine how digital technologies influenced students’ motivation and performance in writing modules. Three research questions were identified relating to 1) the way motivation to learn English writing skill is reflected in technology-mediated TBL learning, 2) the factors affecting motivation, and 3) the way the students completed their writing tasks. Mixed method data collection and analysis were conducted. 145 students from three-year groups participated by responding to the online questionnaire. 47 students from these groups participated in eight focus group discussions (FGD), and 13 students from graduate groups also volunteered to take part in another 2 FGDs. Two classes from Year 1 (47 students) were taken as a sample to observe the learning process between an existing group that was introduced to the learning of English writing through Edmodo. The other group used pens, pencils and books to write down their writing tasks. Furthermore, ten separate interviews with their lecturers were conducted.
Very high motivation in learning English that the students reported was not reflected in their way of completing the writing tasks. However, the use of technology in their learning affected their motivation positively and negatively. Human factors and technical novelty positively and negatively influenced the students’ motivation to learn English writing skills. Vocabulary-searching and reference-searching tools were used to complete the writing tasks together with an electronic learning platform called Edmodo. Lastly, five Oxford’s strategies (1990) were applied during the three TBLT cycles.
This study recommends implementing an adopted TBL framework for writing skills and encourages experimental and longitudinal methods for future research.