Hostname: page-component-6766d58669-kl59c Total loading time: 0 Render date: 2026-05-15T15:37:53.775Z Has data issue: false hasContentIssue false
  • English
  • Français

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

Published online by Cambridge University Press:  23 July 2019

Glenn Stockwell Open the ORCID record for Glenn Stockwell [Opens in a new window]  and
Hayo Reinders
Glenn Stockwell*
Affiliation:
Waseda University
Hayo Reinders*
Affiliation:
King Mongkut's University of Technology Thonburi
*
*Corresponding author. E-mail: gstock@waseda.jp, hayo@innovationinteaching.org
*Corresponding author. E-mail: gstock@waseda.jp, hayo@innovationinteaching.org
Get access Rights & Permissions [Opens in a new window]

Abstract

The expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

Keywords

technologyautonomymotivationteacher psychology

Information

Type
Position Paper
Information
Annual Review of Applied Linguistics , Volume 39 , March 2019 , pp. 40 - 51
Check for updates
Copyright
Copyright © Cambridge University Press 2019 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Appel, C., & Mullen, T. (2002). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL, 14(2), 195–208.Google Scholar
Bax, S. (2003). CALL—past, present and future. System, 31(1), 13–28.Google Scholar
Benson, P. (1997). The philosophy and politics of autonomy. In Benson, P. & Voller, P. (Eds.), Autonomy and independence in language learning (pp. 18–35). Abingdon, UK: Routledge.Google Scholar
Benson, P. (2013). Teaching and researching autonomy (2nd ed.). Abingdon, UK: Routledge.Google Scholar
Cairns, L. (2011). Learning in the workplace: Communities of practice and beyond. In Malloch, M., Cairns, L., Evans, K., & O'Connor, B. N. (Eds.), The SAGE handbook of workplace learning (pp. 73–85). London, UK: SAGE.Google Scholar
Chambers, A., & Bax, S. (2006). Making CALL work: Towards normalisation. System, 34(4), 465–479.Google Scholar
Choi, J., & Nunan, D. (2018). Language learning and activation in and beyond the classroom. Australian Journal of Applied Linguistics, 1(2), 49–63.Google Scholar
Costley, C. (2011). Workplace learning and higher education. In Malloch, M., Cairns, L., Evans, K., & O'Connor, B. N. (Eds.), The SAGE handbook of workplace learning (pp. 395–406). London, UK: SAGE.Google Scholar
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York, NY: Pergamon.Google Scholar
Dewaele, J.-M., & Mercer, S. (2018). Variation in ESL/EFL teachers’ attitudes towards their students. In Mercer, S. & Kostoulas, A. (Eds.), Language teacher psychology (pp. 178–195). Bristol, UK: Multilingual Matters.Google Scholar
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum.Google Scholar
Dörnyei, Z., MacIntyre, P. D., & Henry, A. (2015). Introduction: Applying complex dynamic systems principles to empirical research on L2 motivation. In Dörnyei, Z., MacIntyre, P. D., & Henry, A. (Eds.), Motivational dynamics in language learning (pp. 1–10). Bristol, UK: Multilingual Maters.Google Scholar
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge.Google Scholar
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Abingdon, UK: Routledge.Google Scholar
Evans, K., Guile, D., & Harris, J. (2011). Workplace learning and higher education. In Malloch, M., Cairns, L., Evans, K., & O'Connor, B. N. (Eds.), The SAGE handbook of workplace learning (pp. 149–162). London, UK: SAGE.Google Scholar
Felix, U. (2005). Analysing recent CALL effectiveness research—Towards a common agenda. Computer Assisted Language Learning, 18(1–2), 1–32.Google Scholar
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.Google Scholar
Gardner, R. C., & MacIntyre, P. D. (1993). A student's contributions to second language learning. Part II: Affective variables. Language Teaching, 26, 1–11.Google Scholar
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105.Google Scholar
Holec, H. (1981). Autonomy and foreign language learning. Oxford, UK: Pergamon.Google Scholar
Horwitz, E. K. (2013). Becoming a language teacher: A practical guide to second language learning and teaching (2nd ed.). Upper Saddle River, NJ: Allyn & Bacon.Google Scholar
Hubbard, P. (2004). Learner training for effective use of CALL. In Fotos, S. & Browne, C. (Eds.), Perspectives on CALL for second language classrooms (pp. 45–68). Mahwah, NJ: Erlbaum.Google Scholar
Hubbard, P. (2005). A review of subject characteristics in CALL research. Computer Assisted Language Learning, 18(5), 351–368.Google Scholar
Hubbard, P., & Levy, M. (2006). Teacher education in CALL. Amsterdam, The Netherlands: John Benjamins.Google Scholar
Hubbard, P., & Romeo, K. (2012). Diversity in learner training. In Stockwell, G. (Ed.), Computer-assisted language learning: Diversity in research and practice (pp. 33–48). Cambridge, UK: Cambridge University Press.Google Scholar
Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Mahwah, NJ: Erlbaum.Google Scholar
Kalaja, P., & Mäntylä, K. (2018). “The English class of my dreams”: Envisioning teaching a foreign language. In Mercer, S. & Kostoulas, A. (Eds.), Language teacher psychology (pp. 34–52). Bristol, UK: Multilingual Matters.Google Scholar
Kolaitis, M., Mahoney, M. A., Pomann, H., & Hubbard, P. (2006). Training ourselves to train our students for CALL. In Hubbard, P. & Levy, M. (Eds.), Teacher education in CALL (pp. 317–334). Amsterdam, The Netherlands: John Benjamins.Google Scholar
Larsen-Freeman, D. (2015). Ten “lessons” from complex dynamic systems theory: What is on offer? In Dörnyei, Z., MacIntyre, P. D., & Henry, A. (Eds.), Motivational dynamics in language learning (pp. 1–10). Bristol, UK: Multilingual Maters.Google Scholar
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford, UK: Oxford University Press.Google Scholar
Levy, M., & Stockwell, G. (2006). CALL dimensions: Issues and options in computer-assisted language learning. Mahwah, NJ: Erlbaum.Google Scholar
Lewis, T. (2014). Learner autonomy and the theory of sociality. In Murray, G. (Ed.), Social dimensions of autonomy in language learning (pp. 37–59). Basingstoke, UK: Palgrave Macmillan.Google Scholar
Little, D., Dam, L., & Legenhausen, L. (2017). Language learning autonomy: Theory, practice and research. Bristol, UK: Multilingual Matters.Google Scholar
Mercer, S., & Kostoulas, A. (Eds.). (2018). Language teacher psychology. Bristol, UK: Multilingual Matters.Google Scholar
Murray, D. (1998). Language and society in cyberspace. TESOL Matters, 8(4), 9–21.Google Scholar
Murray, G. (2014). Exploring the social dimension of autonomy in language learning. In Murray, G. (Ed.), Social dimensions of autonomy in language learning (pp. 3–14). Basingstoke, UK: Palgrave Macmillan.Google Scholar
Pasfield-Neofitou, S. E. (2012). Online communication in a second language: Social interaction, language use and learning Japanese. Bristol, UK: Multilingual Matters.Google Scholar
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–9.Google Scholar
Reinders, H. (2018a). Autonomy and technology. In Liontas, L. (Ed.), The TESOL encyclopedia of English language teaching. New York, NY: Wiley.Google Scholar
Reinders, H. (2018b). Teacher resistance and resilience. In Liontas, L. (Ed.), The TESOL encyclopedia of English language teaching. New York, NY: Wiley.Google Scholar
Robb, T. (2006). Helping teachers to help themselves. In Hubbard, P. & Levy, M. (Eds.), Teacher education in CALL (pp. 335–348). Amsterdam, The Netherlands: John Benjamins.Google Scholar
Romeo, K., & Hubbard, P. (2010). Pervasive CALL learner training for improving listening proficiency. In Levy, M., Blin, F., Siskin, C., & Takeuchi, O. (Eds.), WorldCALL: International perspectives on computer assisted language learning (pp. 215–229). New York, NY: Routledge.Google Scholar
Sahakyan, T., Lamb, M., & Chambers, G. (2018). Language teacher motivation: From the ideal to the feasible self. In Mercer, S. & Kostoulas, A. (Eds.), Language teacher psychology (pp. 53–70). Bristol, UK: Multilingual Matters.Google Scholar
Schwienhorst, K. (2011). Learner autonomy and CALL environments. Abingdon, UK: Routledge.Google Scholar
Son, J.-B. (2018). Teacher development in technology-enhanced language teaching. Basingstoke, UK: Palgrave Macmillan.Google Scholar
Son, J.-B., & Windeatt, S. (Eds.). (2017). Language teacher education and psychology: Approaches and practices. London, UK: Bloomsbury.Google Scholar
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6(3), 245–266.Google Scholar
Stockwell, G. (2009). Teacher education in CALL: Teaching teachers to education themselves. Innovation in Language Learning and Teaching, 3(1), 99–112.Google Scholar
Stockwell, G. (2013). Technology and motivation in English language teaching and learning. In Ushioda, E. (Ed.), International perspectives in motivation: Language learning and professional challenges (pp. 156–175). Basingstoke, UK: Palgrave Macmillan.Google Scholar
Stockwell, G. (2019). Insights from replication on the factors affecting successful task implementation in mobile learning. Technology in Language Teaching & Learning, 1(1).Google Scholar
Stockwell, G. (forthcoming). Mobile-assisted language learning: Concepts, contexts, and challenges. Cambridge, UK: Cambridge University Press.Google Scholar
Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. TIRF Report, 2013, 1–14.Google Scholar
Stockwell, G., & Liu, Y. C. (2015). Engaging in mobile phone-based activities for learning vocabulary: An investigation in Japan and Taiwan. CALICO Journal, 32(2), 299–322.Google Scholar
Tran, P. (2018). Enhancing online language learning task engagement through social interaction. Australian Journal of Applied Linguistics, 1(2), 88–101.Google Scholar
Ushioda, E. (2011). Language learning motivation, self and identity: Current theoretical perspectives, Computer Assisted Language Learning, 24(3), 199–210.Google Scholar
Ushioda, E. (2013). Motivation and ELT: Global issues and local concerns. In Ushioda, E. (Ed.), International perspectives on motivation: Language learning and professional challenges (pp. 1–17). Basingstoke, UK: Palgrave Macmillan.Google Scholar
Wenger, E. (2000). Communities of practice and social learning systems. Organization, 7(2), 225–246.Google Scholar
White, C. (2018). Language teacher agency. In Mercer, S. & Kostoulas, A. (Eds.), Language teacher psychology (pp. 196–210). Bristol, UK: Multilingual Matters.Google Scholar
Williams, M., & Burden, R. L. (1997). Psychology for language teachers. Cambridge, UK: Cambridge University Press.Google Scholar
Williams, M., Mercer, S., & Ryan, S. (2016). Exploring psychology in language learning and teaching. Oxford, UK: Oxford University Press.Google Scholar
Wray, D., & Medwell, J. (1991). Literacy and language in the primary years. Abingdon, UK: Routledge.Google Scholar
Yaghi, H. M., & Abu-Saba, M. B. (1998). Teachers’ computer anxiety: An international perspective. Computers in Human Behavior, 4(2), 321–326.Google Scholar