Online Media Creation and L2 Motivation : A Socially Situated Perspective
(2019) In TESOL quarterly (Print) 53(2). p.372-404- Abstract
- Digital technologies are increasingly common in language learning. Online media creation provides scope for agency and spaces for identity construction, but empirically grounded conceptualizations of the influences on learners' motivation are lacking and the digital technology–second language motivation interface remains largely unexplored. Using a grounded theory ethnographic approach (Charmaz,2006), and with the aim of developing a theoretical account of the emergence of motivation in online media creation, this study investigated a blog project in an English language classroom in Sweden. Engaging with multiple data sources, and using Ito and colleagues' (2010) theory of participation in media practices as an analytical framework,... (More)
- Digital technologies are increasingly common in language learning. Online media creation provides scope for agency and spaces for identity construction, but empirically grounded conceptualizations of the influences on learners' motivation are lacking and the digital technology–second language motivation interface remains largely unexplored. Using a grounded theory ethnographic approach (Charmaz,2006), and with the aim of developing a theoretical account of the emergence of motivation in online media creation, this study investigated a blog project in an English language classroom in Sweden. Engaging with multiple data sources, and using Ito and colleagues' (2010) theory of participation in media practices as an analytical framework, motivation is conceptualized as stemming from the desire to create a visually appealing and authentic artefact, from a perception of audience, and through the documentation of identities. Variations in motivational intensity between student groups could betraced to varying investments in digital media practices. Primarily, differences were between validation-seeking that was locally oriented and validation-seeking conditioned through actions within a genre of practice. These conceptualizations are of importance for English language teaching. In language-developing activities that involve online media creation, motivation can be enhanced when space for genre exploration is provided (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/553d4541-29fa-4494-bbd0-19d2aa08cee8
- author
- Henry, Alastair LU
- publishing date
- 2019
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- Motivation, Online media, English language, Specific Languages, Studier av enskilda språk
- in
- TESOL quarterly (Print)
- volume
- 53
- issue
- 2
- pages
- 33 pages
- publisher
- Wiley-Blackwell
- external identifiers
-
- scopus:85058479543
- ISSN
- 0039-8322
- DOI
- 10.1002/tesq.485
- language
- English
- LU publication?
- no
- additional info
- First published online: 13 December 2018 2020-02-03T13:40:35.884+01:00
- id
- 553d4541-29fa-4494-bbd0-19d2aa08cee8
- date added to LUP
- 2023-09-06 08:57:32
- date last changed
- 2023-09-18 13:50:04
@article{553d4541-29fa-4494-bbd0-19d2aa08cee8,
abstract = {{Digital technologies are increasingly common in language learning. Online media creation provides scope for agency and spaces for identity construction, but empirically grounded conceptualizations of the influences on learners' motivation are lacking and the digital technology–second language motivation interface remains largely unexplored. Using a grounded theory ethnographic approach (Charmaz,2006), and with the aim of developing a theoretical account of the emergence of motivation in online media creation, this study investigated a blog project in an English language classroom in Sweden. Engaging with multiple data sources, and using Ito and colleagues' (2010) theory of participation in media practices as an analytical framework, motivation is conceptualized as stemming from the desire to create a visually appealing and authentic artefact, from a perception of audience, and through the documentation of identities. Variations in motivational intensity between student groups could betraced to varying investments in digital media practices. Primarily, differences were between validation-seeking that was locally oriented and validation-seeking conditioned through actions within a genre of practice. These conceptualizations are of importance for English language teaching. In language-developing activities that involve online media creation, motivation can be enhanced when space for genre exploration is provided}},
author = {{Henry, Alastair}},
issn = {{0039-8322}},
keywords = {{Motivation; Online media; English language; Specific Languages; Studier av enskilda språk}},
language = {{eng}},
number = {{2}},
pages = {{372--404}},
publisher = {{Wiley-Blackwell}},
series = {{TESOL quarterly (Print)}},
title = {{Online Media Creation and L2 Motivation : A Socially Situated Perspective}},
url = {{http://dx.doi.org/10.1002/tesq.485}},
doi = {{10.1002/tesq.485}},
volume = {{53}},
year = {{2019}},
}