This study compared the attitudes, motivation, self-concept and performance of two Grade 9 Core French
(FSL) classes in Ontario. One class of 16 students used computer mediated communication (CMC) for
approximately 1.5 hours per week. The other class of 24 students did not use computers. Analysis of
covariance showed no statistically significant differences on any quantitative measures of attitude,
motivation, self-concept or performance. The analysis of student interview responses and teacher
observations revealed no significant between-group differences on these four variables either. The
results suggest that computers are not better than traditional communicative methods of second language
teaching in developing Grade 9 FSL students' attitudes, motivation, self-concept and performance. Since
the teacher was the variable common to both classes, however, her influence may explain the
undifferentiated between-group results. Regardless of the methods used to teach students, the teacher
may always be the most influential variable in determining students' attitudes, motivation, self-concept
and performance. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/12083 |
| Date | 05 1900 |
| Creators | Hagerman, Michelle Schira |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 6576974 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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