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Japanese junior high school students (N=18) completed the Language Learning Orientations Scale subscales (intrinsic motivation, extrinsic motivation, amotivation) before and after the intervention in experimental and control groups. Students who were successfully recorded speaking English and who had PSR showed higher introjected and identified regulation and higher intrinsic motivation for knowledge, stimulation, and accomplishment than controls.",{"@graph":14,"@context":73},[15,34,56],{"@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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intervention did the study test to influence EFL motives?","Question",{"text":63,"@type":64},"It tested a positive self-review (PSR) intervention based on students’ successful English production recorded with a tablet computer, followed by viewing that success.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How were student learning motives measured in the study?",{"text":68,"@type":64},"Motives were measured using the Language Learning Orientations Scale subscales (intrinsic motivation, extrinsic motivation, and amotivation) via self-report before and after the intervention.",{"name":70,"@type":61,"acceptedAnswer":71},"What were the main findings about EFL motives for the PSR group?",{"text":72,"@type":64},"Students recorded successfully speaking English and receiving PSR reported higher introjected regulation and identified regulation, and higher intrinsic motivation for knowledge, stimulation, and accomplishment compared with the control 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Self-Determination Theory-Based Learning Motives  \nDavid Ockert  \nAbstract  \nThis article provides the results of a small exploratory pilot study that tested for the influence of apositive self-review intervention of the successful production of English via a tablet computer on Japanese junior high school students’ EFL motives. The Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation Subscales survey was administered via a self-report measure before and after the intervention to an experimental and control group (N = 18). The students who were recorded successfully speaking in English (n = 9), including those who had PSR, report a higher level for Introjected Regulation (p \u003C .05), Identified Regulation (Ideal L2 Self items; p \u003C .10), and a higher level for the Intrinsic Motivation for Knowledge, Stimulation, and Accomplishment (p \u003C .01) compared with the control group. These results indicate that positive self-review of the successful production of EFL via a tablet computer may bolster student self-determined EFL motives.  \nKeywords: CALL, EFL, motivation, PSR, self-determination theory, tablet computer  \nSeveral research studies on the use of technology in the classroom have shown a positive impact on the motivation of learners of English as a foreign language (EFL; for an overview, see Stockwell, 2013). Yet, none have shown an improvement in motives due to the impact of positive self-review (PSR; Dowrick, 1976) via a tablet computer on self-determination theory (SDT; Ryan & Deci, 2000) motives toward EFL learning using the Language Learning Orientations Scale-Intrinsic Motivation, Extrinsic Motivation, and Amotivation instrument  \nAffiliation  \nToyo University, Japan.  \n[email: davidockert1@gmail.com](email: davidockert1@gmail.com)  \ncalico journal vol 35.2 2018 182–199 [https://doi.org/10.1558/cj.32185](https://doi.org/10.1558/cj.32185)  \n©2018, equinox publishing   \nDavid Ockert 183  \n(LLOS-IEA; Noels, Pelletier, Clément, & Vallerand, 2003). The results presented in this article are of a small-scale exploratory study in which Japanese EFL (JEFL) junior high school students (JHSs) successfully presented three English language quiz questions to their classmates while being recorded with an iPad tablet computer. Five of these same students later viewed their successful use of English via the tablet computer, i.e., PSR. The other recorded students also viewed their classmates successfully speaking in English. The results of the post-PSR survey are compared with the pre-PSR survey results and are quite compelling.  \nIn previous research in the JEFL environment, studies show that motivational intensity to learn English leads to higher proficiency (Yashima, 2000) . In addition, Yashima and her colleagues have reported on the influence of other affective variables on JEFL learning outcomes, including: international posture, confidence, and foreign language willingness to communicate (FL WTC) . They have demonstrated that anxiety and SDT intrinsic motives for language learning vary by gender (Yashima, 2002; Yashima, Zenuk-Nishide,& Shimizu, 2004; Yashima et al., 2009) . Additional research focused on the relationships amongst motivation, psychological needs, FL WTC, and Can-Do statements of English language learning based on SDT (Nakahira, Yashima, & Maekawa, 2010) . In addition, Hiromori’s (2006) research has shown that an intervention which stimulated autonomy, competence, and the need for relatedness improved student SDT-based motives to learn English. Also, Fukada, Fukada, Falout, and Murphey (2011) demonstrated that possible selves (Markus & Nurius, 1986) can be used to increase motivation in university students. Furthermore, studies show that motives not only play a role in EFL learning (Yashima, 2000) and communicative ability, but can be positively influenced by te","cbCaigQZwZi4NNKk","https://ap.wps.com/l/cbCaigQZwZi4NNKk","pdf",798402,"English","# Abstract\n# Motivation and Technology-Enhanced Language Learning\n## Technology’s Motivational Effects in FL Contexts\n## Digital Technologies and Learner Motivation","[{\"question\":\"What intervention did the study test to influence EFL motives?\",\"answer\":\"It tested a positive self-review (PSR) intervention based on students’ successful English production recorded with a tablet computer, followed by viewing that success.\"},{\"question\":\"How were student learning motives measured in the study?\",\"answer\":\"Motives were measured using the Language Learning Orientations Scale subscales (intrinsic motivation, extrinsic motivation, and amotivation) via self-report before and after the intervention.\"},{\"question\":\"What were the main findings about EFL motives for the PSR group?\",\"answer\":\"Students recorded successfully speaking English and receiving PSR reported higher introjected regulation and identified regulation, and higher intrinsic motivation for knowledge, stimulation, and accomplishment compared with the control group.\"}]","Using a Tablet Computer for EFL Positive Self-Review: Increases in Self-Determination Theory-Based Learning Motives | PDF",1792081775]