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Technology and Motivation in English-Language Teaching and Learning

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International Perspectives on Motivation

Part of the book series: International Perspectives on English Language Teaching ((INPELT))

Abstract

Advances in technology have made it easier for teachers and learners of English to access a wide range of resources in terms of authentic input and communication with native and non-native speakers of English around the world. From the early days of computer-assisted language learning (CALL), there has been discussion of how technologies can play a role in motivating learners in learning a language (e.g., Warschauer, 1996), and as technologies have become more sophisticated, the growing range of uses of technology in and out of the classroom increases the potential for enhanced motivation. My own teaching context is a large private university located in central Tokyo, where one might expect that technological advances are far more than those of many other countries around the world, including Europe and the United States. In my experience in discussions with colleagues and attending international conferences, there are more commonalities than differences in problems that are encountered regarding implementing technology for learning purposes and, for this reason, I have kept this discussion at a more general level, as the implications are likely to be of relevance to teachers regardless of where they are based.

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Authors
  1. Glenn Stockwell
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Editors and Affiliations

  1. University of Warwick, UK

    Ema Ushioda

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© 2013 Glenn Stockwell

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Stockwell, G. (2013). Technology and Motivation in English-Language Teaching and Learning. In: Ushioda, E. (eds) International Perspectives on Motivation. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137000873_9

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