Language Learning Softwares and EFL Learner's Achievement Motivation

This study uses an experimental pretest-posttest design with a control group to investigate the effect of a teaching methodology based on computer softwares on English language learners’ achievement motivation. Sixty male students of 3rd grade high school in the educational year of 2010-2011 were selected to participate in the study. The participants were then randomly assigned to two experimental and control groups. The participants in the two groups were administered a pretest on their achievement motivation at the beginning of the educational year. This was followed by eight weeks of instruction based on the ELA language teaching software for the experimental group and the traditional practice of teaching by a teacher and books for the control group. After the course of instruction, the posttest of achievement motivation was administered to both groups. The main research material was the test of achievement motivation and the data were analyzed using confirmatory factor analysis and multiple analyses of variance (MANOVA). The results showed that a teaching methodology based on learning softwares significantly affected mastery type of achievement motivation; however it had no significant effect on the performance type of achievement motivation. Finally, it was found that this type of methodology had a significant effect on learners’ attitude towards the English language.