Wissenserwerb und Motivation von Deutschlerner*innen in Bezug auf das TAM

Details

Supervisors

Suner Munoz, Ferran

Faculty

Faculté de philosophie, arts et lettres

Degree label

Master [120] en langues et lettres modernes, orientation germaniques, à finalité didactique

Abstract

enNew media are getting nowadays an increasing attention within the classroom, all the more in the language acquisition. They no longer serve only as tools for playing, but facilitate many tasks for the teacher and allow learners at the same time to increase the quantity of acquired knowledge from the lesson. In research, new media therefore appear increasingly as teaching supports and their didactic potential has been the object of numerous diverse studies. In terms of the playful aspects of new media, these can increase or maintain learners' attention, both of which are aspects that should not be underestimated in language acquisition and teaching. However, according to the field literature, knowledge acquisition and motivation in the classroom depend on a more general model, namely the Technology Acceptance Model (TAM). Therefore, this paper examines the two dependent variables, i.e., motivation and knowledge acquisition, in relation to the TAM. The research question that guides this paper is as follows: To what extent do learners' knowledge acquisition and motivation change in relation to the Technology Acceptance Model in language education?

Citations

• APA

Svobodova, M. (2022). Wissenserwerb und Motivation von Deutschlerner*innen in Bezug auf das TAM. https://dial-mem.test.bib.ucl.ac.be/handle/2078.2/26864