Keywords
L2 motivational self-system
students
learning experience
How to Cite
Abstract
This mixed-methods study investigates the impacts of English for Occupational Purposes (EOP) - an LMS in an Asian-based university on students’ L2 motivational learning experience, embedded in the L2 motivational self-system suggested by Dornyei (2009). As the LMS was constructed to accommodate all students of different majors at the university, 75 participants at L2 mixed levels were selected from Information Technology, Chemistry, and Electronics Engineering majors. The research combined two stages, with the first quantitative data collected from questionnaires to measure students’ L2 motivation and learning experience before and after a ten-week learning experience with EOP, and follow-up focus group interviews. The findings revealed that the application of EOP positively affected students’ overall motivation and learning experience because of relevant online materials to face-to-face lessons and exams, self-paced learning, and user-friendliness. Information Technology students were less motivated than others due to their technical competence and academic interests. However, the findings revealed that EOP should include more diverse tasks and demonstrations, and various interaction modes, such as teacher-student and peer online discussions, to improve students’ motivation. This research suggested that educators and institutions should apply diverse LMS in teaching English to boost students’ learning experience and overall motivation level.
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