The study background, statement of problem, the purpose of the study, question of the study, significance of the study, limitation and delimitation and definition of key terms was explained in this chapter, which can lead to a better understanding of the following chapter.
Background of the Study
As human living and stepping in a brand-new era, there is no doubt that internet and technology have bond with our life intensively. It is inevitable to deal with technology in our daily life, in school, especially the education higher than bachelor degree, multimedia teaching has become a trend. Hence, choosing learning strategies wisely to make learning more effective and enjoyable, teachers tend to write less and less word and no longer use the traditional textbook as much as the past. Instead, the usage rate of multimedia teaching has taken the place of textbook and become one of the major teaching styles in higher education system (Becker, 2000). In some private school, they even provide an iPad for each of the student, which implies in the circumstance of abundant capital, multimedia teaching can almost entirely replace the function of traditional teaching and even capable to do something far beyond the old style to achieve the highest effect. In fact, Mobile learning is just comparable with other English Learning System (ELS), it holds the features of e-learning and the benefits of mobile technology, which include convenience, immediacy and expediency. Mobile learning is featured by mobility and ubiquity, so it becomes the next milestone of e-learning and educational technology. It also proves that hi-tech products are not only a distraction that interrupts student from learning but an effective tool which facilitate learning process (Shyamlee, Skills, & Vidyanagar, 2012). At work, internet and technology have become the unprecedented helpful tools which Companies deeply relying on it to reach to maximum outcome and effectiveness. In the meanwhile, the concept of artificial intelligence (AI) has also emerged and drew our attention.
Tactical Language and Culture Training System (TLCTS) is an English Learning System (ELS) combine with Artificial Intelligence (AI), it is a serious game platform that helps learners quickly acquire knowledge of foreign language and culture through a combination of interactive lessons that focus on particular skills, and interactive games to practice and apply these skills (Johnson & Wu, 2008). The very first usage of
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the system is to help U.S. Marines and soldiers to learn local languages and their cultures especially in Middle East area. Since the miscommunication of the intention and the misunderstanding of cultural symbols could be a barrier in preparation for deployment and the conduction of reconstruction plans. As everyone knows the best way to integrate into a different culture is to learn the local language, this could avoid the unnecessary obstacle during the soldiers complete their tasks.
Moreover, the usage of Tactical Language and Culture Training System is not only limited in military in these days. Additional courses are being developed for use by business executives, workers for nongovernmental organizations, and high school and college students. Over 40,000 and as many as 60,000 people have trained so far with TLCTS Courses (Johnson & Valente, 2009). Despite the researches have already indicate that artificial intelligence indeed has positive assistance effect during learning process, ELS such as TLCTS or some Machine Learning system has not widely used in Asia countries.
Statement of the Problems
Firstly, one of the barriers that foreign language learner in Taiwan will encounter is the weakness in Language family. Chinese belong to Sino-Tibetan languages; this language family mainly distribute in China, Myanmar, India, Nepal and some Asia countries, Sino-Tibetan languages is the second largest language family next only to Indo-European languages (Matiso, 1991). The inherent restrain of Sino-Tibetan languages increase the complexity and makes Taiwanese people harder to learn other widely spoken languages such as English, Spanish, and Portuguese compare to other language learners. In the United States, approximately ninety-one percent of Americans who study foreign languages in schools, colleges, and universities choose Spanish, French, German, or Italian, while very few choose such commonly spoken languages such as Chinese, Arabic, or Russian (Johnson et al., 2004). In other word, language learner tends to choose the easier foreign language which closer to their native language.
Even they have chosen the foreign languages which do not belong to the same language family compare to the language they are speaking, it is harder for them to master these languages. Take Chinese and English for example, on the spelling part, Chinese is logogram and English is phonogram (Huang, 2011). According to Dictionary, logogram means a sign or character representing a word or phrase; phonogram is a
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symbol representing a vocal sound so a single alphabet usually has no meaning but a sound in English. On the speaking, Chinese is tonal language (tone language) which means different tone in a word could have totally different meaning; However, English is intonation language, the sentence might have different emotion depending on the tone but would not affect the meaning of the word (Hao, 2012). These dissimilarities of many aspects lead to totally different story in two languages.
Secondly, the ambiance in Taiwanese education system and teaching methods do not create an environment which encourage every language learner to speak. A fact that every language learner cannot ignore is no matter how many vocabularies are recognized or how flowery article are being written, one could never master a language if students did not practice how to say it and use it (Thornton & Houser, 2005).
Simultaneously, most foreign language teacher in Taiwan barely correct the accuracy of pronunciation and the correctness of word usage while speaking foreign languages since Taiwanese students do not like to make mistake, the sense of embarrassment might weaken the willingness of students to speak (Shyamlee et al., 2012). These circumstances are part of the reason which lead to generally weak English learning motivation among those English learners in Taiwan. Though, as Taiwanese is living in a global world, the motivation which driven us to learn a new language and the outcome we anticipate are more than just able to communicate. Knowing how to express our viewpoint with right words, taking a firm stand in our position, or even seize an opportunity when it comes. The more one specialized in a language, the more persuasive and determined he could be when conveying ourselves.
Lastly, most of the methods we used to teach English in Taiwan are tedious and not intriguing, those ineffective approaches caused the General English proficiency in Taiwan is lower than expected. In fact, even the traditional English teaching approach is not effective, lots of learners and educator still rely on it since there are different opinions on whether English learning system usage is helpful for learning. To teach a foreign language effectively without leaving any skill behind, in other words, truly comprehend it, it is a must to arouse the interest (Littlewood, 2001), motivation and willingness are imperative. The chance for students to master in a language without fondness and understanding of the culture is extremely trifling and minute, one could not grasp it if he does not like it.
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Purposes of the Study
This study wants to specify about the relationships between English proficiency and English learning motivation with English learning system usage as moderator. The target group of the research are those Taiwanese people who have English learning experience and able to provide their English Common European Framework of Reference for Languages (CEFR) level from A1 to C2. The purpose of this study is to provide a clear instruction on whether English learning system usage is helpful on learning and the importance of the motivation, the effectiveness of new teaching and learning approach also discussed in this study.
Questions of the Study
Based on the research background, the main purpose of this study is to identify the relationships between English Learning Motivation, English Proficiency and English Learning System Usage as research questions are listed below.
1. Can English Learning Motivation help learners to achieve better English Proficiency?
2. Can English Learning System Usage enhance learner’s English Proficiency?
3. Can English Learning System Usage moderate the relationship between English Learning Motivation and English Proficiency?
Significance of the Study
The findings of this study can facilitate English learners who want to thoroughly comprehend this language, particularly the ones who equipped with potent English learning motivation. In contemporary society, the opportunities for reach out to people from dissimilar culture and background fulfill in the globalized world. Language could be one of a most powerful skill we can rely on to broaden our vision and grasp more potential opportunities. Additionally, this study can also provide a practically useful implication for a whole new way of language teaching style which has apparent differentiation from traditional one. Open an advanced training program by the assistance of technology. It might impress every language learner with a new concept of learning style and raise the awareness about the importance of communication and the meaning behind learning a language. This study could also provide instructions for teachers to develop different teaching methods, this study discussing the more effective
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approach in English learning, which benefit the learners who is learning independently by showing them the new path of English learning.
Delimitations
This study did not specifically focus on the effectiveness on the usage of certain English learning system since the participants might use different software and website, also, the survey area was limited in Taiwan since the questionnaire was sent in Chinese to avoid the misunderstanding in the process of personal interpretation. Hence, the nationality of all respondents were Taiwanese.
Definition of Key Terms English Learning Motivation (ELM)
In the mid-19th century, it was generally believed that learning a second language depends on personal language aptitude, the importance of attitudes, motivation and language anxiety were ignored. Broadly, the first language is an essential part of growing up, we communicate and interact with our parent and our friends. Basically, it is the first thing that linked ourselves to this word, the necessity to participate in our environment and society provides the original learning motivation of native language.
Before four years old, the speed of understanding language would dramatically increase if learners were born in the environment surrounded by target language, this amazing progress was coming from the primitive motivation to survive.
However, this kind of inherent motivation will not exist when it comes to learn a second language. Despite there are many benefits for knowing other languages but we can still live without it. Hence, motivation can be significant in the process of a second language acquisition, and motivation can be classified in different types depend on learner’s target (Buckledee, 2008). This study focused on learning motivation of second language. Essentially, language learning motivation for second language is everything include intrinsic and extrinsic that driven us to learn a language apart from our native ones. The way to measure English learning motivation in this study is Language Learning Motivation Factors according to Larisa, Zuraidah and Sau (2016), in her study, she defined language learning motivation as “the combination of effort plus desire to achieve the goal of learning the language plus favourable attitude toward learning the language” (p. 285).
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English Proficiency (EP)
It is generally classified English into four skill areas, Listening, Speaking, Reading (and Vocabulary), and Writing. For Taiwanese, English is not our native language, in light of this, we could not just acquire this language naturally and it needs to be learned step by step. Linguists often consider there are five major stages in second language acquisition. Which are Silent or receptive phase, Early production, Speech emergence, Intermediate fluency, Continued language development or fluency. The second model we can use to examine the aggregate performance in language was proposed by Buckledee (2008), he identified that there are at least four stages that can be identified in second language learning, and they are comparable to those involved in the development of one’s first language. The four stages of language acquisition are identified as elemental, consolidation, conscious expression, and automaticity and thought. In this study, the participant’s English Proficiency was ranked from A1 to C2 in CEFR level based on the score of English test, the 6 different level in CEFR can represent different stages of English acquisition and proficiency accordingly.
English Learning System Usage (ELSU)
English Learning System (ELS) is an educational software including an Information Technology (IT) element, and IT has been broadly defined as the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware.
Researchers points out it is the practical use of knowledge especially in a certain area and complete a mission by using technical processes or methods. The software can record students’ performance, adapting feedback and hints during the process. The software can analyze learner’s strengths and weaknesses and customize unique practice by gathering information from a student’s performance. Certainly, ELS is one of the most outstanding area in AI. There are numerous ELS that have been conducted on humans in educational purposes which including TLCTS, PILE, MESLL VocaTest, and ICALL to name a few, it have been substantiated these kind of ELS can provide positive influence on facilitate learning (Graesser, Vanlehn, Rosé, Jordan, & Harter, 2001). English Learning System model generally has four components: the domain model, the student model, the teaching model, and a learning environment or user interface (Freedman, Ali, & McRoy, 2000). Learners stated that the use of technology
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in school makes learning enjoyable and helps them learn more. Learners also said that technology makes learning interesting, enjoyable, and interactive. The other outcome of this research was that the use of technology increases learners’ motivation, social interactions, learning and engagement (Ahmadi, 2018).
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