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Results show a significant motivation increase for L2 reading and writing, while computer-use frequency and experience do not significantly affect motivation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Yilmaz  \nSinop University, Turkey  \nReceived: 16.03.2018 Accepted: 20.06.2018 Published: 15.07.2018  \nAbstract  \nThe rapid and continuous developments in computer technologies underscores the need to investigate computers’ impact on students’ motivation in second/foreign language (L2) reading and writing skills. Given this need, the present empirical study aims to examine the effect of computers on students’ motivation in L2 reading and writing skills. 35 students studying in the English Language Teaching Program at a state university in Turkey were firstly given a motivation scale as a pretest. Then they went through a five-week treatment phase during which they carried out various reading and writing activities designed around two different authentic short stories (The Lottery and The Cask of Amontillado) by using three different computer programs, namely SnagitTM, Screencast, and e-mail services. Finally, they were again given the motivation scale to determine the change in their motivation level. The analysis of the data indicated a significant increase in student motivation in L2 reading and writing skills. The findings also indicated that the students’ frequency and experience of computer use had no significant influence on L2 reading and writing motivation. Based on these findings, it can be inferred that computers have a positive effect on students’ motivation in L2 reading and writing skills.  \nKeywords: Instructional technologies; Snagit; Screencast; E-mail services; Motivation; L2 learning  \nIntroduction  \nIn recent years, particularly with the developments in computer technologies, the connection between computer technologies and motivation has gained considerable importance in both theoretical and empirical studies related to second/foreign language (L2) teaching and learning. In the related literature, numerous studies draw attention to the role of computers as tools facilitating better educational environments in which learners feel motivated towards achieving their goals (e.g., Blake, 2000; Campbell, 2004; Chen, 2005; Jarvis & Pastuszka, 2008; Singh, 2010; Sokolik, 2001; Yilmaz, 2015) . For instance, Beatty (2003) contends that while computers provided restrictive activities such as on-screen written exercises with simple graphics three decades ago, they enable more sophisticated activities and tasks that encompass an integration of sound, animation, video and communication in today’s world. Headds that all these features provide better educational settings and thus increase learners’motivation.  \nAlong the same lines, scholars and researchers have suggested several reasons why computer technologies increase student motivation in the language classroom (e.g., Barger & Byrd, 2011; Chiu 2008; Dudeney & Hockly, 2007; Jung & Kim, 2004; Lee, 2004; Schoepp & Erogul, 2001;  \nShield & Weininger, 2004; Singh, 2010; Shin & Son, 2007; Warschauer & Meskill, 2000) . These include: (a) the novelty effect of working with a new medium rather than the traditional tools of teaching and learning; (b) the provision of independent practice and individualized learning;(c) the opportunity to have immediate feedback and edit work; (d) the development of learner autonomy and self-control over learning processes; (e) the enrichment of language learning materials or activities; and (f) the opportunities to have interaction with both teachers and classmates.  \nLiu and Huo (2007) states that the direct and indirect effects of these benefits have been observed in L2 students’ receptive skills (listening and reading), productive skills (speaking and writing), and other language areas (e.g., vocabulary and grammar) . With these effects in mind, Sokolik (2001) notes that the developments in computer technologies have increased the interest in seeking ways how these technologies could be used in the language classroom and in m","cbCaijoFC8wYeojQ","https://ap.wps.com/l/cbCaijoFC8wYeojQ","pdf",1159250,"English","# Abstract\n# Introduction\n# Theoretical Background\n## Use of Computers for Reading Skills","[{\"question\":\"What was the main purpose of the empirical study?\",\"answer\":\"To examine the effect of computers on students’ motivation in L2 reading and writing skills.\"},{\"question\":\"How were SnagitTM and Screencast used in the treatment phase?\",\"answer\":\"Students conducted reading and writing activities designed around two authentic short stories using SnagitTM, Screencast, and e-mail services.\"},{\"question\":\"What did the analysis show about students’ motivation and computer use?\",\"answer\":\"Student motivation in L2 reading and writing significantly increased, while frequency and experience of computer use had no significant influence on that motivation.\"}]","Computers in Reading and Writing Skills through the Motivational Lens - SnagitTM, Screencast and E-mail Services | PDF",1792089617]