[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590033-105":59,"doc-detail-590033-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","effects-of-new-media-on-english-language-learning-motivation-at-tertiary-level","Effects of New Media on English Language Learning Motivation at Tertiary Level","","Different new media tools such as Facebook, blogs, wikis, Google Docs, and YouTube are perceived to affect English language (L2) learner motivation at the tertiary level in Bangladesh. The effects of new media usage on L2 learner motivation remain unclear in this context. This qualitative study examines those effects using six focus group discussions with 30 learners from eight universities. Results show strong motivation, increased autonomy, and engagement, alongside possible demotivation from culturally inappropriate content. 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Mahadhi Hasan1, Md. Abdullah Al Younus2, Faridah Ibrahim3, Mainul Islam4, Md. Moinul Islam5\u003Cbr>1Southeast University, Bangladesh 2Feni University, Bangladesh\u003Cbr>3Infrastructure University Kuala Lumpur, Malaysia 4Port City International University, Bangladesh 5Sheikh Fazilatunnesa Mujib University, Bangladesh\u003Cbr>Corresponding Author: Md. Mahadhi Hasan, [E-mail: mahadhi4bd@gmail.com](E-mail: mahadhi4bd@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>Different new media tools like Facebook, blogs, wikis, Google docs and YouTube are perceived to have effects on English language (L2) learner motivation at the tertiary level in Bangladesh. However, the effects of new media usage on L2 learner motivation are not defined yet in the context. This study investigates the effects of new media usage on L2 learner motivation at the tertiary level. A qualitative research design is used throughout the study to collect and analyze the data. Data were collected through six Focus Group Discussion (FGD) with 30 tertiary level English language learners from eight universities located in Bangladesh. The findings of the study show that new media usage in English language learning motivates learners immensely, transforms dependent and passive learners into active and autonomous learners, makes them participatory, engaging and enthusiastic in learning, and works as a supplement to the classroom teachings. However, culturally inappropriate and wrong interpretation of some language contents in new media tools demotivates learners. Therefore, the usage of new media tools in enhancing learner motivation needs to be keenly monitored to reduce adverse effects. The study recommends future research to be conducted to assess the negative washback of new media usage affecting L2 learners. |\n| Article history\u003Cbr>Received: July 07, 2020\u003Cbr>Accepted: September 02, 2020\u003Cbr>Published: October 31, 2020\u003Cbr>Volume: 11 Issue: 5\u003Cbr>Advance access: October 2020 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Audio-visual, Autonomous Learner, Demotivation,\u003Cbr>L2,\u003Cbr>Motivation, New Media, Tertiary Level |  |\n\nINTRODUCTION  \nBackground and Problem Statement  \nLearning the English language is an inspiration when the learning process is motivated by new media tools like English learning software or online materials (Alexandra, Hanna, Sommer, & Svensson, 2019) . Learners’ daily lives become increasingly involved in digital engagement with English, and these interactions likely influence motivation. Students become motivated when learning of L2 incorporates new media tools (Smith, 2019) . Likewise, learners are motivated at the tertiary level by evolving themselves in the virtual environment (Hasan & Ibrahim, 2017; Hasan, Hossain, Bhuiyan, & Mahmud, 2016) .  \nWorley (2011) expressed that lecturers and directors face challenges in designing and teaching their learners. The rationale behind facing the challenges is that the learners of the current age area «Net Generation (Net Gen)” or “Digital natives” and their cognitive development  \nis much different from their former generation (Evans, 1995) . English learning software in Google playstore, Google, Google related link and search engine, Wiki, Blog, YouTube, Social media, English songs, movies and documentaries are the enormous sources of English language learning process that is followed in most of the countries of the world. Some studies (Hasan & Ibrahim, 2017; Balaji & Chakrabarti, 2010; Hasan & Rahman, 2017) have projected that the usage of new media tools incarnates the effects of improving English language capability in learners of higher education. Bangladeshi learners of English feel shy and suffer from anxiety in learning English. Researchers are defining the barriers in learners that prev","cbCaibAMPUhFoRSz","https://ap.wps.com/l/cbCaibAMPUhFoRSz","pdf",158917,"English","# Introduction\n## Background and Problem Statement\n# Learner Motivation Through Facebooking","[{\"question\":\"What new media tools are discussed regarding L2 motivation at the tertiary level?\",\"answer\":\"The study discusses tools such as Facebook, blogs, wikis, Google Docs, and YouTube, and frames them as influences on English language learning motivation.\"},{\"question\":\"How was the research conducted to investigate the effects of new media usage?\",\"answer\":\"A qualitative research design was used, collecting data through six focus group discussions with 30 tertiary-level English language learners from eight universities in Bangladesh.\"},{\"question\":\"What benefits and challenges of new media usage for learner motivation are reported?\",\"answer\":\"New media usage is reported to motivate learners, shift passive learners toward active and autonomous learning, and support classroom teaching. However, culturally inappropriate or wrongly interpreted content can demotivate learners.\"}]","Effects of New Media on English Language Learning Motivation at Tertiary Level | PDF",1792068649]