Duration: June 2022 (on hold)
Notes: Looking back at my previous projects, I found the research phases a bit lacking in depth and wanted to take a little time to focus on just research. Through my positions as a research assistant and experience designer in my last semester of college, I learned and strengthened my skills and wanted to combine it with another interest of mine: learning languages. I spent about 2 days on this and only have the secondary research done, but I look forward to coming back to this after I've finished my "Treehouse" project.
Lo-fi wireframe practice for fun
💬 Background
With the outside world being limited to our homes during the early days of the pandemic, language learning apps experienced an increase in interest as people sought ways to entertain and improve themselves with this newfound free time. The transition from in-person to online learning in general forced the quick adoption of new educational technology, and with it brought the realization of its shortcomings in the learning process. Although efficient in many ways, the limitations of these digital platforms are apparent in language learning apps. Some follow a one-size-fits-all method of learning that is ineffective considering the uniqueness of each learner and language. Others provide no opportunity for interaction, contradicting the purpose of language learning: to connect and communicate with people and culture. As a result, some learners find themselves unable to maintain motivation to continue learning.
Despite this, I believe there is potential for digital platforms to be developed and adapted for better language learning and acquisition. The increased reliance on technology to support online learning these past few years suggests that it’s timely to consider ways to better accommodate the needs of learners through digital tools that can help personalize learning experiences and address problems in current approaches. Even as our lives are gradually returning to “normal” and the option to learn in person has opened again, not everyone has access to those resources or the time to make those commitments. This is where self-learning apps come in.
🔍 Getting Into Research: Understanding Motivation and Effective Methods of Learning
Considering the issues discussed previously, I want to gain an understanding of what motivates people to learn a language, how they maintain motivation despite barriers and challenges they may encounter, and what learning methods are effective in the learning process. I aim to explore the cognitive processes that underlie effective language learning, as well as how technology can be harnessed to help learners develop these skills and attain their language learning goals.
While it’s important see the bigger picture, acknowledging the complexity and uniqueness of each language requires more focused research. In addition to exploring the topic of language learning in general, I will also conduct research on the study of the Japanese language specifically.
Objectives
Discover motivations behind learning a language and understand their role in the learning process
What prompts people to begin learning a language?
How do learners maintain motivation?
Does the initial reason for learning influence motivation? If so, how?
Identify any barriers or challenges to learning a language and how they can be addressed
What factors influence how learners approach barriers and challenges?
Where do learners typically seek assistance?
What are challenges specific to self-directed learning?
Understand how scientific theories of motivation and learning apply to language acquisition
In what ways can these methods and strategies be enhanced or limited by an online learning format?
Can these methods and strategies be fully utilized in self-directed learning environments?
Identify what role digital resources play in the language learning process and where it falls in learners’ timelines
Do learners typically utilize digital resources more in specific stages of their learning process, or all throughout?
What digital resources do learners use, and how do they use them?
What types of devices do learners prefer to use to access digital resources?
Are preferences consistent, or do they vary based on content?
Methodology
Secondary research: analyzing academic research to understand how motivation and learning methods apply to language learning, especially online self-learning
Why? Secondary research will help me familiarize myself with the different approaches and problems that have already been discovered in the field of language learning, and provide a foundation for more focused primary research
In-depth interviews (semi structured): having conversations with self-directed learners of Japanese about their experience studying the language
Why? Interviews allow me to empathize with the users and a semi-structured format provides the opportunity to uncover more relevant findings beyond the predetermined questions to explore, also less limiting than basic surveys
Competitor analysis: assessing the strengths and weaknesses of direct competitors to understand different approaches to learning
Why? A competitor analysis can identify gaps, along with strategies and design solutions in similar products and their effectiveness based on user feedback, which can be used to make more informed decisions
📋 Secondary Research
Key Findings
Learning strategies (cognitive, metacognitive, social and affective) play a vital role in the language learning process and success. Becoming a better self-paced language learner usually requires using a larger number and wider range of learning strategies in combination [C]
Learners at different proficiency levels used strategies differently, with self-paced learning being more appropriate for intermediate and advanced learners who integrate more appropriate strategies into their learning process [C]
Providing choices and decision-making opportunities creates a sense of accomplishment in learners that can increase motivation and productivity. The act of choosing itself isn’t a motivating factor, but rather the value they find in the options in relation to their goals allows them to feel in control of their outcome [D]
Extrinsic motivations such as academic and job requirements make learning more difficult and frustrating, while autonomous forms of motivation are associated with better engagement and outcomes [D]
Allowing learners to decide how they want to be assessed and how they want to approach learning tasks (individually, in groups, etc.) are ways to support decision making [D]
Learners can be more motivated when they’re provided with guidance to perform activities, and promoting relatedness by protecting learners’ self-concept and confidence can lead to increased motivation, frustration tolerance, and success [D]
Providing sufficient preparation, creating multiple opportunities for learners to succeed, giving encouragement, and avoiding social comparison are effective ways to build self-concept and confidence [D]
As learners gain more experience, explanations should be less detailed; instead consisting of only clues and hints, prompting them to recall information and develop thinking skills to apply to new material [D]
Mobile devices offer accessibility, immediacy, and connectivity, but learners may not perceive them as appropriate vehicles for learning due to their primary function as personal or social devices [A]
However, some students do enjoy mobile learning because information is conveyed in more manageable quantities, and learning can be done anywhere [A]
Limitations of online learning include lack of immediate feedback, insufficient opportunities for learning and practicing, and lack of training in using the required technology [B]
There is a particular lack of online speech practice that affects the development of speaking in language learning, but this can be addressed with the use of synchronous tools such as video conferencing [B]
Asynchronous tools used in online settings made learners feel like they were learning from “canned products,” but attitudes towards synchronous online tools such as emails and discussion boards were highly positive because they provided a connection [B]
Sources
[A] Bachore, M.M. (2015). Language Learning through Mobile Technologies: An Opportunity for Language Learners and Teachers. Journal of Education and Practice, 6, 50-53. https://files.eric.ed.gov/fulltext/EJ1083417.pdf
[B] Jabeen, S.S., & Thomas, A. (2015). Effectiveness of Online Language Learning. World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences, 2. http://www.iaeng.org/publication/WCECS2015/WCECS2015_pp297-301.pdf
[C] Lai, Y., Saab, N. & Admiraal, W. Learning Strategies in Self-directed Language Learning Using Mobile Technology in Higher Education: A Systematic Scoping Review. Educ Inf Technol (2022). https://doi.org/10.1007/s10639-022-10945-5
[D] Muñoz-Restrepo, A., Ramirez, M., & Gaviria, S. (2020). Strategies to Enhance or Maintain Motivation in Learning a Foreign Language. Profile: Issues in Teachers´ Professional Development, 22 (1), 175–188. https://doi.org/10.15446/profile.v22n1.73733
2022
