The Role of Students’ Attitudes and Motivation in Second Language Learning in Online Language Courses

The Role of Students’ Attitudes and
Motivation in Second Language Learning
in Online Language Courses
EIKO USHIDA
University of California, San Diego

ABSTRACT

This study investigated the role of students’ motivation and attitudes in second
language (L2) study within an online language course context (LOL). Students’
attitudes and motivation were examined within a socioeducational framework
(Gardner & MacIntyre, 1993) while learning contexts were examined based on
Dörneyi’s (1994) components of foreign language learning motivation. Students’
learning behaviors and learning outcomes were used as predictor and criterion
variables in a series of quantitative and qualitative analyses. The results showed
that students tended to have relatively high anxiety about the LOL course at
the beginning of the semester, perhaps due to their lack of familiarity with the
specific LOL learning environment. However, students’ motivation and attitudes
toward L2 study were relatively positive and stable during the course. The findings
provided some evidence that motivated students studied regularly and productively
to take every opportunity to perfect their language skills. It was also
found that each teacher idiosyncratically implemented the LOL course, thereby
creating a unique class culture and affecting students’ motivation and attitudes
toward studying the L2 in the LOL context. The findings reinforced the importance
of students’ motivation and attitudes in L2 study and, equally important,
the continuing critical role of the teacher in technology-enhanced teaching.

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