Eiko Ushida 49

The Role of Studentsʼ Attitudes and

Motivation in Second Language Learning
in Online Language Courses
EIKO USHIDA
University of California, San Diego

ABSTRACT
This study investigated the role of studentsʼ motivation and attitudes in second
language (L2) study within an online language course context (LOL). Studentsʼ
attitudes and motivation were examined within a socioeducational framework
(Gardner & MacIntyre, 1993) while learning contexts were examined based on
Dörneyiʼs (1994) components of foreign language learning motivation. Studentsʼ
learning behaviors and learning outcomes were used as predictor and criterion
variables in a series of quantitative and qualitative analyses. The results showed
that students tended to have relatively high anxiety about the LOL course at
the beginning of the semester, perhaps due to their lack of familiarity with the
specific LOL learning environment. However, studentsʼ motivation and attitudes
toward L2 study were relatively positive and stable during the course. The find-
ings provided some evidence that motivated students studied regularly and pro-
ductively to take every opportunity to perfect their language skills. It was also
found that each teacher idiosyncratically implemented the LOL course, thereby
creating a unique class culture and affecting studentsʼ motivation and attitudes
toward studying the L2 in the LOL context. The findings reinforced the impor-
tance of studentsʼ motivation and attitudes in L2 study and, equally important,
the continuing critical role of the teacher in technology-enhanced teaching.

KEYWORDS
Motivation, Attitudes, Online Course, Second Language, Teacherʼs Role

INTRODUCTION
A studentʼs attitude and motivation has frequently been reported to be the most
critical factor for success within computer-assisted language learning (CALL) en-
vironments (Brandl, 2002; Desmarais, 2002; Doherty, 2002; Gilbert, 2001; Mur-
day & Ushida, 2002; Warschauer, 1996a, 1996b). Motivation, according to Winne
and Marx (1989), is both a condition for, and a result of, effective instruction.
Based on these claims, it is plausible to speculate that studentsʼ motivation plays
an important role in successful CALL implementation and that, if used effec-
tively, the CALL environment can enhance studentsʼ motivation to learn a second

CALICO Journal, 23 (1), p-p 49-78. © 2005 CALICO Journal

50 CALICO Journal, Vol. 23, No. 1
language (L2). This study investigated the role of motivation and attitudes on stu-
dent L2 learning in an online L2 course context. It also examined how this new L2
learning environment affected studentsʼ attitudes and motivation, and how this, in
turn, affected studentsʼ L2 learning.
The Department of Modern Languages at Carnegie Mellon University has been
delivering “Language Online” courses (LOL), elementary and intermediate levels
of online French and Spanish courses, since Spring 2000. The LOL courses at-
tempt to avoid the constraints of time and space associated with traditional instruc-
tion, making it possible for students whose time is often occupied with laboratory,
project, or studio courses to take basic foreign language courses. Each LOL is a
“hybrid” course consisting of in-class components and out-of-class components,
which is generally believed to be more effective than exclusively online courses
since hybrid courses provide more guidance to students and help them stay fo-
cused on their learning, rather than depending fully on studentsʼ self-motivation.
The study was based on two popular frameworks for L2 motivation. First,
Gardner and MacIntyreʼs (1993) socioeducational model of second language ac-
quisition was used to examine the relationship between studentsʼ motivation, atti-
tudes, and L2 achievement. Second, components of Dörnyeiʼs (1994) L2 learning
motivation model was used to identify motivational factors that were related to
the immediate LOL L2 learning situations.

REVIEW OF RELEVANT LITERATURE

Focus on Studentsʼ Attitudes and Motivation

The study of motivation has been a prominent area for research in psychology and
education for many years (Dörnyei, 2001a). This interest may reflect the wide-
spread perception of classroom teachers who tend to regard student motivation as
the most important factor in educational success in general (Dörnyei, 2001b).
The literature on L2 motivation has two main streams. One stream consists of a
series of studies based on Gardnerʼs socioeducational model in which the role of
integrative motivation—comprised of integrativeness, attitudes toward the learn-
ing situation, and motivation—was experimentally investigated as a determinant
of L2 attainment. The other stream calls for the implementation of a new “agen-
da” (Crookes & Schmidt, 1991) for L2 motivation research, proposing a number
of alternative models with an attempt to gain a more in-depth understanding of
L2 learning motivation within mainstream education. While the former studies in-
vestigate causal relationships among possible individual-difference variables with
various L2 achievement measures, the latter attempts to identify possible vari-
ables that could influence learnersʼ motivations within the immediate L2 learning
context. Each of these approaches is reviewed in the following sections.

Gardnerʼs Socioeducational Model of SLA

The role of L2 learning motivation has been intensively studied by social psy-
chologists in Canada, where French and English are the two official languages.
Gardner (1985) hypothesized that L2 learners with positive attitudes toward the
Eiko Ushida 51
target culture and people will learn the target language more effectively than
those who do not have such positive attitudes. In their earlier studies, Gardner
and Lambert (1959) found that aptitude and motivation were the two factors most
strongly associated with learnersʼ L2 achievement. Gardner and MacIntyre (1993)
drew together the findings from many studies over several decades and developed
Gardnerʼs “socioeducational model of SLA” (see Figure 1).

Figure 1
Representation of Socioeducational Model of SLA (Gardner & MacIntyre, 1993)
Sociocultural milieu
Antecedent Individual Language Outcomes
factors differences acquisition
variables context

Intelligence

Language
aptitude Formal
Linguistic
Biological Strategies

Experiential Language
attitudes Nonlinguistic

Motivation Informal

Language
anxiety

Proponents of this model of SLA (Gardner & MacIntyre, 1992, 1993) claim that
individual-difference variables (e.g., cognitive variables and affective variables),
influenced by antecedent factors (i.e., biological factors such as age and experi-
ential factors such as previous language training experience), interact with both
formal and informal language acquisition contexts and influence both linguistic
and nonlinguistic outcomes (i.e., studentsʼ reactions to the learning experience).
Gardner and MacIntyre (1993, p. 9) argue that this model shows the importance
of what takes place in the learning contexts: “Teachers, instructional aids, curri-
cula, and the like clearly have an effect on what is learned and how students react
to the experience.” The model also predicts that studentsʼ degree of success (i.e.,
linguistic outcomes) affects their feelings (i.e., nonlinguistic outcomes) and that
both types of outcomes will have an influence on individual-difference variables
including language attitudes and motivation.
52 CALICO Journal, Vol. 23, No. 1
Motivation in this model is defined as the extent to which the individual works
or strives to learn the language because of a desire to learn the language and the
satisfaction experienced in this activity. A “motivated learner” is, therefore, de-
fined as one who is: (a) eager to learn the language, (b) willing to expend effort
on the learning activity, and (c) willing to sustain the learning activity (Gardner,
1985, p. 10). Motivation plays a significant role in this model in three ways. First,
it mediates any relation between language attitudes and language achievement.
Second, it has a causal relationship with language anxiety. Third, it has a direct
role in the informal learning context, showing the voluntary nature of the moti-
vated learnersʼ participation in informal L2 learning contexts.
In his current model, Gardner (2000) focuses on motivation and language apti-
tude as the two most influential determinants of language achievement and shows
how integrative motivation affects language achievement (see Figure 2). More-
over, this model predicts that the L2 learning situation could affect learnersʼ at-
titudes and motivation.

Figure 2
The Role of Aptitude and Motivation in L2 Learning (Gardner, 2000)
Other factors
Integrativeness

Motivation Language
Attitudes toward the achievement
learning situation

Language
Integrative motivation aptitude

Research Supporting Gardnerʼs Model

Gardnerʼs studies of motivation focus on investigating the cause of L2 achieve-
ment. Gardner and Smythe (1981) developed a self-report questionnaire called
the Attitude/Motivation Test Battery (AMTB) as a tool to measure five attributes
associated with L2 learning, four of which are assessed by subtests in the ques-
tionnaire:

1. Integrativeness (subtests: Attitudes toward French Canadians, Integrative

Orientation, Interest in Foreign Languages),
2. Attitudes Toward the Learning Situation (subtests: Evaluation of the French
Teacher, Evaluation of the French Course),
3. Motivation (subtests: Motivational Intensity, Desire to Learn French, At-
titudes toward Learning French),
Eiko Ushida 53
4. Language Anxiety (subtests: French Class Anxiety, French Use Anxiety),
and
5. Instrumental orientation (no subtests).

Gardnerʼs studies use the AMTB to measure individual-difference variables.

The causal relationship among the variables in collected data are investigated us-
ing quantitative analyses such as Factor Analysis or structural equation modeling
(Gardner, 2000).
Many studies have subsequently made use of various versions of the AMTB
to conduct research into the role of motivation in SLA within Gardnerʼs socio-
educational framework in L2 learning contexts outside of Canada. Due to differ-
ences in their measurement tools, methods of analysis, and sociocultural contexts,
the reported results have varied widely. The following factors have been identi-
fied as contributors to L2 proficiency: language aptitude (Gordon, 1980; Lett &
OʼMara, 1990); motivation and attitudes (Lett & OʼMara, 1990); self-confidence
(Clément, Gardner, & Smythe, 1977, 1980; Clément, Major, Gardner, & Smythe,
1977; Laine, 1977); attitudes toward the language course and classroom anxi-
ety (Muchnick & Wolfe, 1982); and attitudes, motivation and language anxiety
(Sison, 1991). However, integrative attitudes were not a significant contributor
to motivation among Jewish students who study Arabic or French as a foreign
language (FL) in Israel (Kraemer, 1990). Wudthayagorn (2000) adapted the mo-
tivation model from Tremblay and Gardner (1995) in the context of a Japanese
Foreign Language in Elementary School (FLES) program. She found that their
model needed to be modified.
Studies of motivation and attitudes have also shown the connection of the
factors listed above to persistence in language study (Bartley, 1970; Clément,
Smythe, & Gardner, 1978; Ramage, 1990) and also to learnersʼ behavior in the
language classroom (Gliksman, Gardner, & Smythe, 1982). Based on these em-
pirical reports, Gardner and MacIntyre (1993) argue for the importance of the
sociocultural context in studies of motivation. As Gardner and MacIntyre (1993)
mention, it seems reasonable to conclude that motivation plays a primary role in
L2 learning, while other attributes such as the context of L2 acquisition play sup-
porting roles on various levels.

New Research Agenda Movement

A provocative article by Crookes and Schmidt (1991) called for a new research
agenda involving L2 learning motivation. They criticized Gardnerʼs socioeduca-
tional model for not focusing sufficiently on the L2 instructional context (Dörnyei,
2001a) and for being too limited in two ways:

1. Despite the large sample of subjects with whom Gardner and his associates
usually work, their research is always based on one-shot questionnaires
(i.e., data collected at one point in time) that are then examined in relation
to the final achievement measures.
54 CALICO Journal, Vol. 23, No. 1
2. Integrativeness is not equally important for L2 achievement in classroom-
based ʻforeignʼ language instruction outside Canada.
Crookes and Schmidt claim that motivation is more complex and cannot be mea-
sured by a one-shot questionnaire because motivation changes due to a number
of environmental factors in addition to integrativeness. Dörnyei (2001a, p. 105)
claims that a more “educational orientation in L2 motivation research” is needed.
The common belief underlying such an educational movement seems to be a focus
on motivational sources closely related to the learnerʼs immediate learning situ-
ation rather than their overall attitudes toward the target culture (i.e., integrative-
ness). In contrast to Gardnerʼs (1985, p.169) claim that “the source of the motivat-
ing impetus is relatively unimportant provided that motivation is aroused,” these
reformists value the importance of identifying motivational factors within the
learning situation to find ways to motivate students (Oxford & Shearin, 1994).
Dörnyei (1994) claims that L2 motivation is an eclectic, multifaceted construct;
thus, it needs to include different levels to integrate the various components.
Adopting Crookes and Schmidtʼs approach (1991), Dörnyei found it useful to
separate L2 motivation into three motivational components (i.e., motives and mo-
tivational conditions): (a) language level, (b) learner level, and (c) learning situa-
tion level (see Figure 3).
Figure 3
Components of Foreign Language Learning Motivation (Dörnyei, 1994)
Language Level
Integrative Motivational Subsystem
Instrumental Motivational Subsystem
Learner Level
Need for Achievement
Self-Confidence
Language Use Anxiety
Perceived L2 Competence
Causal Attributions
Self-efficacy
Learning Situation Level
Course-specific Motivational Components
Interest
Relevance
Expectancy
Satisfaction
Teacher-specific Motivational Components
Affiliative Motive
Authority Type
Direct Socialization of Motivation
Modeling
Task Presentation
Feedback
Group-specific Motivational Components
Goal Orientedness
Norm and Reward System
Group Cohesion
Classroom Goal Structure
Eiko Ushida 55
Language level focuses on orientations and motives related to various aspects
of the L2 such as the target culture and the potential usefulness of L2 proficiency.
Learner level concerns affects and cognitions underlying the motivational pro-
cesses. Learning situation level consists of intrinsic and extrinsic motives, plus
motivational conditions concerning three areas: (a) course-specific components,
(b) teacher-specific components, and (c) group-specific components. This model
can be a useful framework not only for researchers and teachers to identify moti-
vational sources but also to develop motivational strategies.

Research Conducted Under Reformistsʼ Motivation Models

Research supporting the reformistsʼ motivation models requires more in-depth
investigation of L2 learning situations to explore possible motivational factors.
This line of research, therefore, utilizes more longitudinal qualitative methods, in
contrast to Gardnerʼs cross-sectional quantitative research method. For example,
in her four-year longitudinal study, Oldfather (1995) found that dominance of
teacher-centered approaches and fewer opportunities for self-expression were two
major factors influencing studentsʼ motivation for literacy learning. Ushiodaʼs
(1996, 1997) introspective approach to exploring studentsʼ L2 motivation, based
on qualitative interview data, found that studentsʼ motivation had changed over
time due to factors both internal and external to the L2-learning context.

Affective Benefits of CALL

Among the various hypothesized benefits of CALL, its positive effects on stu-
dentsʼ motivation have been most frequently reported. Chun (1994), Kern (1995)
and Warschauer (1996a), for example, have investigated the effect of computer-
assisted classroom discussion (CACD), as compared to face-to-face class discus-
sion on university-level L2 studentsʼ opportunities to participate in discussion,
their motivation and anxiety, turn-taking patterns, and so on. These studies found
that CACD motivates student-initiated discussion more than teacher-initiated dis-
cussion and increased the number of opportunities for students to produce more
output regardless of their individual personality differences. In the same vein,
Warschauer (1996b) identified empowerment as one of the factors that motivated
students in technology-mediated L2 writing classes. He hypothesized that stu-
dentsʼ perceptions of the possible benefits of Computer-mediated Communication
(CMC), such as a sense of achievement and enhancement of learning opportuni-
ties, increased their motivation. Beauvois (1994) and Beauvois and Eledge (1996)
reported extremely positive attitudes by intermediate French learners who per-
ceived linguistic benefits, affective benefits, and interpersonal benefits from their
experiences using CACD.
In a project reported by Jogan, Heredia, and Aguilera (2001), college students of
advanced Spanish in the U.S. and college students of English in Chile exchanged
email in both languages to learn about the target culture in the target language.
These personalized student-driven dialogues appeared to motivate L2 learners to
write about and learn about each otherʼs cultures and, more important, to enjoy
56 CALICO Journal, Vol. 23, No. 1
the interaction/communication. The use of email may also have lowered studentsʼ
affective filters, allowing them to write what they wanted to in less restrictive
ways than in traditional L2 writing assignments.
Web-based assignments are reported to have positive effects on studentsʼ at-
titudes and motivation to learn about the target language and culture (e.g., Lafford
& Lafford, 1997; Lee, 1997, 1998; Osuna & Meskill, 1998). Gruber-Miller and
Benton (2001) also report on the MOO environment called “Vroma,” a virtual
Rome experience for learning Latin, as being successful in creating a program
for students to be immersed in Latin language and culture simultaneously. Their
students reported that they found the program to be a satisfying, useful, and moti-
vating resource for learning Latin language and culture.
Van Aacken (1999) investigated the role of motivation and attitudes on learn-
ing kanji using a CALL program with six college-level learners of Japanese. Her
results indicated that (a) the contents of CALL may have affected studentsʼ mo-
tivation and (b) studentsʼ positive attitude toward the CALL program was one of
the most influential factors in their mastering kanji effectively. Despite the small
sample, Van Aackenʼs study supports the argument for the importance of studentsʼ
positive perception on the effectiveness of CALL.
Some L2 teachers have attempted to use various CALL activities to create tech-
nology-enhanced language learning (TELL) environments. Adair-Hauck, Will-
ingham-McLain, and Youngs (1999) showed the effectiveness of a TELL learn-
ing environment for lowering studentsʼ anxiety level so that students could enjoy
learning in a more relaxed atmosphere without the pressure of a classroom and
peers. The authors argued that the results indicated that the TELL components
motivated the students in the treatment group to learn actively on their own and
enhanced their collaboration outside the classroom. The authors speculated that
this is one of the possible reasons that the TELL group produced better qual-
ity writing assignments (i.e., longer and more complex writing) than the control
group.

Research Conducted on Language Online Courses at Carnegie Mellon

University
The first assessment study based on the pilot language online (LOL) course com-
pared student learning, satisfaction, and time on task in the Elementary French
Online course and the conventional face-to-face course (Chenoweth & Murday,
2003). The results indicated that LOL students made sufficient progress, compa-
rable to that of their counterparts in a conventional course. Chenoweth, Jones,
Murday, and Ushida (2003) reported assessment results for all of the LOL courses
in French and Spanish since Spring 2000. The results indicated that learning gains
in language skills were comparable between students in LOL courses and their
counterparts in face-to-face courses. Some interesting themes emerged from the
qualitative assessment obtained by focus group interviews and faculty course
evaluations. First, it was found that LOL students seemed to have a desire to have
tangible learning materials in addition to online materials. Second, students found
Eiko Ushida 57
it difficult to self-direct their learning and, therefore, tended to procrastinate. Last-
ly, teachers as the main point of contact seemed to have a big impact on the stu-
dent learning experience. Additionally, Ushida and Igarashi (2001) investigated
the learning experiences of two LOL studentsʼ who kept learner diaries while tak-
ing Elementary French online and Elementary Spanish online. Content analysis of
the diaries revealed that learnersʼ experiences were influenced by group cohesion
(e.g., distance among classmates), task purposefulness (e.g., authentic vs. non-
authentic), learnersʼ audience awareness when engaging in assignments, and the
nature of the teachersʼ feedback. Ushida (2002) also found that a LOL studentʼs
self-motivation helped her expend effort to study hard in the LOL course, and, in
turn, the LOL course structure encouraged her to develop her metacognitive learn-
ing strategies to be a successful LOL student.
The assessment of the LOL project revealed the effectiveness of the courses in
terms of studentsʼ gains in language proficiency. The qualitative research indi-
cated that studentsʼ motivation and attitudes were related to the learning situation,
although the exact nature of this relationship still remains unclear due to the lack
of systematic research.
Despite L2 motivation models established by Gardner (1985, 2000) and more
recent reformists (e.g., Dörnyei, 1994) that are supported by a number of empiri-
cal studies on motivation in L2 instruction, the issue of the effect of motivation
on student learning has to date been little investigated within the CALL context in
general, and even less in online-language-learning contexts. Provided the empiri-
cal reports on the benefits of CALL upon studentsʼ attitudes and motivation are
correct, it is reasonable to examine the importance of studentsʼ attitudes and mo-
tivation on L2 development in this new teaching and learning context. Systematic
research that is based on theoretical frameworks seems to be lacking. The present
study aims to help fill this gap by conducting research to investigate the role of
studentsʼ attitudes and motivation on L2 learning in a specific online language
instruction context, that of LOL at Carnegie Mellon University, with the goal of
identifying motivational factors within this new L2 learning situation. The follow-
ing research questions were addressed in this study:
1. What are the patterns of motivation and attitude toward the study and learn-
ing of French and Spanish on the part of students who participate in LOL
courses?
2. How do studentsʼ attitudes and motivation relate to their L2 learning in
LOL courses?
3. What factors affect studentsʼ attitudes and motivation and thus, at least
indirectly, their success in the study and learning of French and Spanish in
LOL courses?

RESEARCH METHODOLOGY

Participants
The participants in this study were the students enrolled in Elementary French
Online (EF), Elementary Spanish Online (ES), and Intermediate Spanish Online
58 CALICO Journal, Vol. 23, No. 1
(IS) courses in Fall 2002. Nine students were enrolled in EF, 14 students in ES,
and 7 students in IS. The study also involved the course teachers and language
assistants (LA) who engaged in LOL courses in order to obtain contextual infor-
mation from different perspectives.
Students met as a class with the teacher once a week for 50 minutes, and all
other activities were conducted outside class, either online or face to face. Each
student met individually with the teacher or LA for 20 minutes for oral practice
once a week, while studying language and culture individually using the online
materials. Students studied independently according to a work plan that included
participating in weekly online chat sessions and completing bulletin board assign-
ments.

Data Collection
Complementary quantitative and qualitative data were collected for studying L2
motivation as a dynamic construct, as suggested by Dörnyei (2001a, 2001b). The
data used for this project included: (a) background information, (b) measures of
attitudes and motivation, (c) descriptive data for learning environments, (d) mea-
sures of learning behavior and course participation, and (e) measures of outcomes.
Data collection took place over the course of the entire Fall 2002 semester.

Questionnaires
Three sets of questionnaires were administered to all the students in the project
to investigate factors in studentsʼ background, attitudes, and motivations. First, to
understand studentsʼ antecedent factors in terms of prior experience in language
learning and technology, two types of background questionnaires were adminis-
tered at the very beginning of the semester: a General Background Questionnaire
(GBQ) and a Technology Background Questionnaire (TBQ).1 The GBQ gathered
demographic information such as age, major, native language, other languages,
and reasons for taking the online course (see questionnaire in Appendix A). The
TBQ gathered information concerning the studentsʼ experience using technology
such as email, internet, chat, programming, and games (see questionnaire in Ap-
pendix B). Next, an AMTB designed for university students (Gardner, Tremblay,
& Masgoret, 1997) was used to examine studentsʼ attitudes and motivation. Ad-
ditional sections were also included on computer attitudes adapted from Gres-
sard and Lloydʼs (1986) Computer Attitude Scale and Beauvoisʼs (1994) study
on attitudes and motivation of university-level learners of French towards CACD
activity. Subcategories in the modified AMTB included:

1. Attitudes toward French/Spanish Culture (6 items),

2. Attitudes toward Learning French/Spanish (8 items),
3. Desire to Learn French/Spanish (10 items),
4. French/Spanish Class/Course Anxiety (10 items),
5. French/Spanish Use Anxiety (10 items),
6. Interest in Foreign Languages (10 items),
Eiko Ushida 59
7. Instrumental Orientation (4 items),
8. Integrative Orientation (4 items),
9. Motivational Intensity (12 items),
10. Computer Use Anxiety (5 items),
11. Anxiety in Learning French/Spanish in the Online Course (6 items),
12. Interest in the Use of Technology to Learn French/Spanish (10 items),
13. Computer Confidence (6 items), and
14. Evaluation of French/Spanish Teacher, and Evaluation of French/Spanish
Course.

The items were presented in a random order, followed by a 5-point Likert Scale
for most items ranging from strong agreement (5) to strong disagreement (1).
For the anxiety scales, larger values indicated higher anxiety levels. For evalua-
tion of the course and teacher, semantic differential assessments (Gardner, 1985)
were used with 7-point evaluative scales ranging from positive (7) to negative
(1) evaluation. For the difficulty scale, larger values indicated less difficulty. Dif-
ferent versions were prepared for students of French and Spanish. Both version
included the same items in the same order, differing only in language-specific
wording (e.g., French vs. Spanish, francophone culture vs. Hispanic culture).2
The AMTBs were administered twice in the semester as a pre- and posttest in
order to identify changes over time. The first administration was conducted about
three weeks after the semester had started by which time students had become
familiar with the course and the enrollment had stabilized, and the second ad-
ministration was conducted about three weeks before the semester ended. Lastly,
with the teachersʼ agreement, the universityʼs Faculty Course Evaluation (FCE)
and the departmentʼs Supplemental Faculty Course Evaluation (SFCE)—modi-
fied slightly for LOL courses—were used to examine the studentsʼ evaluation of
the course and the teacher.

Qualitative Data from the Learning Environment

An in-depth investigation of the learning environment within LOL courses was
conducted by using multiple methods of qualitative data collection in order to find
out as much as possible about the studentsʼ learning experiences. Data were col-
lected via weekly class observation and interviews.

Measurement of L2 Learning Behavior/Course Participation

The degree of studentsʼ course participation was recorded based on the class
attendance record, homework submission record, and participation in learning
activities. For the participation in learning activities, the scope was limited to
focusing on studentsʼ participation patterns for the weekly chat sessions, bulletin
board discussion, and, if possible, email communication between students and
teacher/LA since these activities made up most of the LOL course-specific ac-
tivities. Class attendance was recorded during the classroom observation. Other
course participation records were obtained in cooperation with the class teachers
60 CALICO Journal, Vol. 23, No. 1
and LAs. The teachers and LAs were asked to evaluate their studentsʼ homework
submission, chat participation, bulletin board submission, and email communica-
tion using a form developed for this purpose by the researcher (see course partici-
pation form in Appendix C). These forms were distributed to the teachers and LAs
three times during the semester, prior to the researcherʼs interviews with them at
the end of the semester, and were used as prompts during the interviews to obtain
more detailed information.

Measurement of L2 Learning Outcomes

Studentsʼ learning outcomes data were collected from the course-related scores
such as the results of module tests, the final exam, the midterm grade, and the final
grade. Also, studentsʼ oral skills were assessed by the classroom teachers at the
end of the semester, using The Stanford Foreign Language Oral Skills Evaluation
Matrix (FLOSEM) (Padilla & Sung, 1999) as a rating guide. The FLOSEM was
selected because the nature of its design meant that teachers were not required
to conduct oral tests outside class, nor did it require strict rater training like that
required for Oral Proficiency Interviews.

Data Analysis
Research Question 1
Studentsʼ motivations and attitudes were analyzed by describing the results of the
two AMTBs for each LOL course. First, the mean scores and standard deviations
within a class were calculated for each variable (i.e., subcategories of AMTB
items) to view overall results, then three statistical analyses were conducted to
examine differences at the two points in time and across courses. Within-subject
comparisons were used to compare the scores obtained at the two points. The tests
considered the three courses as a single composite. Repeated-measure analyses
of variance (ANOVA) were used to compare group gains over time across LOL
courses. Lastly, ANOVA was used for each variable to compare studentsʼ moti-
vation and attitudes among the three courses. When significant differences were
found, Scheffé post hoc comparisons were computed for each of the variables to
determine where the differences occurred.

Research Question 2
Most studies on L2 motivation within the socioeducational framework use fac-
tor analyses to investigate relationships among multiple factors. Factor analysis
was found to be inappropriate for this research because of the small number of
participants. Instead, correlational analyses were conducted between the studentsʼ
motivation measurements obtained by AMTBs and indices of learning behaviors
and learning outcomes as the criterion variable in order to examine relationships.
Rating provided by different teachers and the LAs as well as the outcome mea-
sures were normalized across the three courses prior to analysis.
Eiko Ushida 61
Research Question 3
In order to investigate how the LOL courses were implemented differently by the
three teachers, course delivery formats were described for comparison among the
three LOL courses based on the results of qualitative data.

RESULTS

Research Question 1
What are the patterns of motivation and attitude toward the study and learning of
French and Spanish on the part of students who participate in LOL courses?

Studentsʼ motivation and attitudes across LOL courses measured by the AMTB
are provided in Table 1. Data are included only for students who completed the
questionnaires both at the beginning and the end of the semester.
Within-subject comparisons were made using studentsʼ motivation and attitudes
in EF, ES, and IS at two points in time. Statistically significant differences were
obtained for Attitude Toward French/Spanish Culture (A)(F = 7.46, df = 1, 20, p =
.01) and French/Spanish Class/Course Anxiety (D)(F = 5.19, df = 1, 20, p = .03).
Next, repeated-measures analyses of variance (ANOVA) compared group gains
over time across the LOL courses. The ANOVA test found significant differences
for Course General (CG)(F = 4.02, df = 2, 20, p = .03) and Course Difficulty
(CD)(F = 3.62, df = 2, 20, p = .05).
Lastly, ANOVAs compared studentsʼ motivation and attitudes among the three
LOL courses for each variable. The ANOVA results showed statistically signifi-
cant differences in French/Spanish Class/Course Anxiety (D)(F = 3.78, df = 2,
20, p = .04) and all variables of teacher evaluation (Teacher General [TG]: F =
19.71, df = 2, 20, p = .00; Teacher Competence [TC]: F = 7.78, df = 2, 20, p =
.00; Teacher Inspiration [TI]: F = 13.14, df = 2, 20, p = .00; and Teacher Rapport
[TR]: F = 15.21, df = 2, 20, p = .00). The results of Scheffé post hoc comparisons
showed that all of the differences occurred between the French course and the
Spanish courses (both elementary and intermediate levels).

Research Question 2
How do studentsʼ attitudes and motivation relate to their L2 learning in LOL
courses?
The relationship between studentsʼ attitudes and motivation and studentsʼ L2
learning in LOL courses was examined by investigating motivation scores, learn-
ing behavior indices, learning outcomes indices, class observation records, email
diaries, and interview data from the teachers and the LAs. Motivation scores were
correlated with learning behavior indices and learning outcomes. Table 2 displays
the results of the correlation analysis.
CALICO Journal, Vol. 23, No. 1

Table 1
Means and SDs of Measurements of Studentsʼ Motivation and Attitudes
EF (n = 8) ES (n = 10) IS (n = 6)
AMTB 1 AMTB 2 AMTB 1 AMTB 2 AMTB 1 AMTB 2
Code Variables Mean (SD) Mean (SD) Mean (SD) Mean (SD) Mean (SD) Mean (SD)
A: Attitudes toward French/Spanish culture 3.29 (1.01) 3.54 (0.84) 3.93 (0.63) 4.03 (0.78) 4.25 (0.38) 4.47 (0.46)
B: Attitudes toward learning French/Spanish 3.98 (0.74) 3.92 (0.97) 4.28 (0.44) 4.20 (0.71) 4.04 (1.30) 4.17 (1.14)
C: Desire to learn French/Spanish 3.90 (0.73) 3.90 (0.81) 4.03 (0.54) 4.07 (0.63) 4.03 (0.88) 4.28 (0.87)
D: French/Spanish class/course anxiety 3.21 (0.62) 3.05 (0.54) 2.95 (0.47) 2.74 (0.49) 2.70 (0.62) 2.37 (0.51)
E: French/Spanish use anxiety 2.99 (0.55) 2.99 (0.67) 2.70 (0.55) 2.60 (0.65) 3.03 (0.79) 2.65 (0.90)
F: Interest in foreign languages 4.00 (0.73) 4.11 (0.71) 4.42 (0.47) 4.22 (0.68) 4.48 (0.48) 4.32 (0.64)
G: Instrumental orientation 3.56 (0.73) 3.25 (0.48) 3.53 (0.92) 3.53 (0.90) 3.17 (0.72) 3.13 (0.95)
H: Integrative orientation 3.25 (0.80) 3.63 (0.60) 3.85 (0.76) 3.45 (1.00) 3.71 (0.90) 3.58 (1.25)
I: Motivational intensity 3.55 (0.57) 3.33 (0.55) 3.73 (0.68) 3.62 (0.71) 3.65 (1.25) 3.50 (1.16)
J: Computer use anxiety 1.73 (0.56) 1.64 (0.34) 1.91 (0.46) 1.81 (0.68) 1.77 (0.85) 1.65 (0.53)
K: Anxiety in learning French/Spanish in the online course 2.35 (0.74) 2.21 (0.41) 2.28 (0.73) 2.22 (0.64) 1.72 (0.59) 1.64 (0.52)
L: Interest in the use of technology to learn 3.74 (0.67) 3.96 (0.40) 3.91 (0.66) 4.09 (0.61) 3.93 (0.83) 4.31 (0.78)
M: Computer confidence 4.44 (0.62) 4.52 (0.55) 4.52 (0.59) 4.60 (0.44) 4.28 (0.83) 4.31 (0.78)
TG: Teacher general 5.40 (0.82) 5.60 (0.40) 6.64 (0.37) 6.77 (0.28) 6.60 (0.62) 6.78 (0.20)
TC: Teacher competence 5.83 (0.62) 5.73 (0.51) 6.42 (0.54) 6.74 (0.31) 6.40 (0.61) 6.57 (0.46)
TI: Teacher inspiration 4.93 (1.13) 5.20 (0.81) 6.14 (0.53) 6.40 (0.71) 6.60 (0.38) 6.92 (0.18)
TR: Teacher rapport 5.08 (1.10) 5.78 (0.80) 6.56 (0.56) 6.72 (0.33) 6.63 (0.39) 6.83 (0.20)
CG: Course general 5.31 (0.85) 5.49 (0.79) 6.14 (0.57) 5.72 (0.63) 5.32 (1.70) 5.73 (1.42)
CD: Course difficulty 4.45 (1.57) 4.15 (1.49) 3.98 (0.99) 4.26 (0.58) 3.53 (0.99) 4.73 (1.32)
CI: Course interest 4.75 (1.18) 4.89 (0.91) 5.76 (0.53) 5.74 (0.68) 5.03 (1.79) 5.30 (1.59)
CU: Course utility 5.25 (0.83) 5.38 (0.51) 6.04 (0.79) 5.58 (0.78) 5.63 (1.93) 6.07 (1.24)
62 Note: EF = Elementary French, ES = Elementary Spanish; IS = Intermediate Spanish
Eiko Ushida 63
Table 2
Correlation Between Studentsʼ Motivation Scores and Learning Behavior and
Learning Outcomes
Variable AMTB 1 AMTB 2
Learning behavior -.29 -.38
Attendance .08 .15
Homework submission .07 .12
Online chat (teacher) .58* .59*
Online chat (language assistant) .12 .31
Bulletin board (teacher) -.21 -.08
Email communication (teacher) .13 .26
Individual meeting (teacher) .23 .25
Individual meeting (language assistant)

Learning outcomes
Module tests .39* .52**
Midterm grade .19 .19
Final exam .06 .22
Final grade -.01 .21
Oral skill .08 .17
*p < .05. **p < .01.

A modest nonsignificant correlation was observed between studentsʼ motivation

scores and attendance rate and between studentsʼ motivation scores and teachersʼ
ratings of studentsʼ email communication. The highest correlation was found be-
tween studentsʼ module test results and their motivation at the end of the semester
(r = .52, p < .01). Other significant correlations were found between studentsʼ
module test results and their motivation at the beginning of the semester (r = .39, p
< .05), and between LAsʼ rating of studentsʼ performance for online chat sessions
and studentsʼ motivation at the beginning of the semester (r = .58, p < .05) and
also at the end of the semester (r = .59, p < .05). Interestingly, teachersʼ ratings of
studentsʼ performance for online chat sessions were not as highly correlated as the
LAsʼ ratings.

Research Question 3
What factors affect studentsʼ attitudes and motivation and thus, at least indirect-
ly, affect their success in the study and learning of French and Spanish in LOL
courses?
The qualitative data was gathered and described to illustrate the way in which
64 CALICO Journal, Vol. 23, No. 1
each teacherʼs implementation of the LOL course influenced studentsʼ immediate
learning situations. Table 3 summarizes differences in how each teacher utilized
the LOL course framework.

Table 3
Comparison of Course Delivery
EF (n = 9) ES (n = 13) IS (n = 7)
Weekly class
Days Thursday Wednesday Tuesday
Time 6:30-7:20 6:30-7:20 6:30-7:20
Attendees T, LA, Ss T, Ss T, Ss
Typical structure 1. Q-A 1. administrative 1. administrative
2. (after class) 2. lesson plan 2. warm-up, Q-A
administrative 3. activity(-ies) 3. activity(-ies)
Content grammar grammar grammar
conversation conversation
activity activity
Interaction T-C, T-S T-C, T-S, S-S T-C, T-S, S-S
Number of module
test
In-class 3 2 1
Outside 2 3 2
Individual meeting
Partner T, LA, classmate(s) T, LA T, LA
Topic Yes Yes Yes
Grading No No No
Location T: language lab T: testing room T: office
LA: Baker Hall LA: Hunt library LA: University
lounge Center lounge
Online chat
Length/week 60 minutes x 1 10 minutes x 3 60 minutes x 1
Days Monday night Monday afternoon Thursday night
(with LA) (with LA) (with LA)
Monday night
(with teacher) or
anytime
(with classmates)
Topic No Yes Yes
Grading No Yes No
Note. T = teacher, S = student, C = class, LA = language assistant.

The EF teacher focused on grammar in class because she was concerned about
studentsʼ performance on the exams. Therefore, the classroom interaction was
generally limited to the teacher asking the entire class or individual students
grammar-specific questions. Observing that some students did not come prepared
Eiko Ushida 65
for class and that others were overwhelmed, she concluded that this course was
hard to teach and hard for students, particularly if they had no prior knowledge of
the language. She also felt that if the students have no prior learning experience,
they need to be really (original emphasis) motivated.
The ES teacher focused on guiding individual students to use the course for
directing them to the right strategies by making the online materials “salient.”
She designed activity-based lessons for selected items which needed to be more
salient in class. The type of activities varied in terms of difficulty level and focus,
including grammar and conversation practice. Most activities were done in pairs
or groups. Although she was suspicious how anyone could learn a language from
scratch in the online course, she had an opportunity to see her studentsʼ learning.
She observed that students with good learning strategies learned Spanish inci-
dentally from the large amount of written information provided online and her
feedback to studentsʼ learning activities.
The IS teacher focused on helping students study in the LOL course. Every
class started with scheduling individual meetings and a question-answer session,
followed by getting students to use the target sentence structures in context so
that they could see the sentences and manipulate them on their own outside of
class. Knowing how important it can be to meet the students once a week, she
struggled to find ways to make the best use of this time. Therefore, she tried to
provide variation in types of activities, interaction, and people to work with. She
mentioned that the individual meetings were the strength of the LOL courses and
also her favorite part of teaching.
Although the courses were delivered in a similar manner across the three LOL
sections, each LOL course was taught differently using different content and ped-
agogical approaches, the researcherʼs end-of-semester interviews revealed that
the EF teacher perceived this experience less positively than the ES and IS teach-
ers.

DISCUSSION

Studentsʼ Motivation and Attitudes toward Learning French and Span-

ish within LOL Courses
The results of this study indicated that studentsʼ motivation and attitude toward
the study and learning of French or Spanish were relatively positive and appeared
to be quite similar across the LOL courses. Similarities of studentsʼ motivation
across different language groups (elementary French, German, and Spanish) were
also reported by Hotho (2000). The similarity found in the present study might
result from the fact that students in this study, except for one, self-selected to take
the LOL courses; and all students were confident with the use of computers. Stu-
dents, in general, evaluated the teachers and courses positively.
Students appeared to retain their positive motivation and attitudes over the 15-
week semester. First, results showed that studentsʼ attitudes toward French and
Spanish culture grew more positive over time in all three courses. This finding
supports the affective benefits of CALL mentioned in the beginning of this article
66 CALICO Journal, Vol. 23, No. 1
and is particularly welcome for the LOL content developers because it seemed
to reflect the studentsʼ experiences with well designed course materials. Both EF
and ES students learned about the target culture only through the module materi-
als and cultural assignments such as watching a Spanish movie or doing a web
search on a francophone country to write a report. The IS course integrated the
culture component with other language learning. For instance, when students read
about Spanish bull fighting, they had to do reading-comprehension exercises and
writing assignments on the subject and had to talk about it during the online chat
session that week. Such cultural learning materials and assignments apparently
contributed to an improvement in studentsʼ attitudes toward the target culture.
Next, it was observed that students tended to have relatively high anxiety about
the LOL course at the beginning of the semester, suggesting that students may
have perceived the LOL environment, at least initially, to be uncomfortable as a
context for learning. This result seems to contrast with the claims made about the
effectiveness of CMC activities (e.g., Chun, 1994; Kern, 1995) and the TELL en-
vironment (Adair-Hauck et al. 1999) for lowering studentsʼ anxiety level. Unlike
the findings of Taylor, Jamieson, Eignor, and Kirsch (1998), learnersʼ familiarity
with computers was not an important precondition for effective learning in the
LOL context. This finding is especially interesting because students were familiar
with the use of the technology including the Internet, online chatting, emailing,
and so forth in their studies; however, they did not always successfully transfer
their technology skills to this new environment. Therefore, it was perhaps not a
lack of computer familiarity that aroused studentsʼ anxiety, but rather their lack of
familiarity with the specific LOL learning environment.
Students are accustomed to learning a language in face-to-face traditional class-
es where they meet their teacher and classmates regularly to learn and practice the
language. It has been a generally accepted assumption that language is acquired
by using it in a sociocultural context. Meeting with the teacher and classmates
in class once a week in LOL can be fun and enjoyable, but also worrisome and
discouraging in two ways. First, it was observed that LOL courses made it dif-
ficult for students to get to know each other. In traditional elementary language
classes, for example, students meet four times a week. Students get to know each
other, remember each otherʼs names, and start talking by the end of the first week.
It took four times longer (i.e., about one month) for LOL students to do the same
thing. Meeting the same people four days a week helps to decrease interpersonal
distance much more effectively than meeting four times a month. Since the first
AMTB was administered in week 3, an affectively comfortable classroom atmo-
sphere may not have been established at that time because of the distant interper-
sonal relationships among classmates.
Another source of studentsʼ anxiety might have come from their lack of famil-
iarity with authentic communication. Infrequent human interaction is widely per-
ceived as an inherent drawback of online courses (Trotter, 2002). LOL students
were used to clicking and listening to prerecorded sounds, often accompanied by
written input, that is, they were used to hearing predictable speech. Further, they
did not typically need to reply to this audio input; rather, they tended to be pas-
Eiko Ushida 67
sive listeners when they interacted with the online materials. When they heard the
teacher speaking in the target language in class, some may have frozen because
they were not used to hearing unprescribed sentences from a person. They either
could not understand what they heard or did not know how to respond.
Studentsʼ anxiety, however, had decreased significantly by the end of the se-
mester. It would be interesting in a subsequent study to find out when students
started to feel comfortable with the LOL learning environment.

The Role of Motivation

The results of the correlational analyses indicated that students who had positive
motivation and attitudes toward language study tended to do well on the module
tests and to participate actively in online chat sessions with the LA. Studentsʼ
learning behaviors were rated by teachers and language assistants subjectively,
thus their ratings were not always the same. However, it was interesting and use-
ful to hear how the LAs felt about the studentsʼ participation in online chat ses-
sions and individual meetings since their evaluations were generally not used for
grading purposes. Therefore, students who cared only about their grades may have
discounted the presence of the LAs, while students who desired to learn French or
Spanish thought of the LAs as learning resources.
The findings from this study provided some evidence that motivated students
studied regularly and productively in order to take every opportunity to perfect
their language skills in the LOL course. That is, LOL students who had positive
motivation and attitudes toward the study of French and Spanish were able to con-
trol their learning even though they had to study mostly on their own. Since mod-
ule tests were considered as one of the learning outcome measures in the study,
this result suggests that a positive relationship between studentsʼ motivation and
attitudes and achievement was present in the LOL context. However, students
needed to keep reminding themselves about the module test schedule and to study
regularly for these tests which took place every three weeks. Thus, module tests,
unlike the final exam, required studentsʼ use of voluntary study habits—continu-
ously monitoring their progress and keeping track of when the module tests were
scheduled. Although a statistically significant correlation was not found between
studentsʼ motivation and attitudes and other achievement measures such as final
exam scores and final grades, the lack of correlation may have been due to stu-
dents having acquired “test-taking skills” by the time of the final exam. Other
external factors may have been involved in determining studentsʼ final learning
outcomes, as Gardner (2000) anticipated.
Chat sessions also required studentsʼ voluntary participation. Students had to
remember the time and date of the chat sessions, log in to the chat room punctu-
ally, participate in the chat for the scheduled hour, and engage in the chat conver-
sation with the LA and classmates while the teacher was absent. It was difficult
for some students to participate because they were not as accustomed to attend-
ing weekly online chat sessions as attending classes. The chat sessions required
particularly strong determination on the part of EF and IS students because they
68 CALICO Journal, Vol. 23, No. 1
were not graded on the quality of their chat conversations. That is, the differences
between the students who chatted for only 5 minutes and those who chatted for
the entire hour must have resulted from a strong desire on the part of some to chat
in the target language because of the perceived intrinsic value and enjoyment de-
rived from this activity. This observation is similar to that of Gliksman, Gardner,
and Smythe (1982) who found that integratively motivated students were more
satisfied and rewarded for their class participation throughout the duration of the
course than other students. In this regard, studentsʼ participation in the online chat
sessions served as a good predictor for determining their motivation to study the
target language.

The Importance of Teachers

Teacher-specific motivational components emerged as crucial factors when stu-
dents evaluated the learning situation in LOL courses, as is often stressed in CALL
literature for the effective use of the technology (e.g., Belz, 2003; Glisan, Dudt, &
Howe, 1998; Hertz, 1987; Jones, 1986).
The results of the statistical analyses and studentsʼ course evaluations suggest
that EF students had a less positive language-learning experience than students
in the other LOL courses and that the teacher variable may have been the main
source of this difference. In fact, the students reported in the course evaluations
that the teacher was the center of their satisfaction in the LOL courses (Ushida,
2003). This result is similar to that of Wudthayagorn (2000) who found a positive
correlation among studentsʼ attitudes toward the teacher, classes, learning, and
behavioral attitudes among young learners of Japanese. These results suggest that
if students like the teacher, they enjoy the class, are satisfied with their learning
experiences, and have positive behavioral attitudes toward the study of the target
language regardless of the instructional format (i.e., traditional face-to-face, on-
line, or hybrid).
These results indicate that teachers can be influential in affecting studentsʼ mo-
tivation and attitudes and in creating a learning community in which students can
study a language with less anxiety. Teachers seemed to play the most important
role in shaping the culture of the LOL class. It was the teachers who decided how
to use or implement the course materials for the class. They had to make a variety
of decisions during the course, affecting how and what they did during their once-
a-week class and their 20-minute individual meetings, and how they instructed or
guided students and LAs to do the required activities. Naturally, teachersʼ instruc-
tions influenced how students studied for this course and how students worked
with their classmates and LAs. All of these elements created a culture for each
class, and consequently influenced studentsʼ attitudes and motivation.
The biggest inherent disadvantage of online courses is reported to be reduced
interaction between teachers and students (Trotter, 2002). Thus, the importance of
human interaction has been repeatedly emphasized for successful online course
delivery regardless of the subject (Gilbert, 2001; Hiss, 2000; Lewis, 2000; White,
2000). Unlike traditional classes where teachers use various teaching strategies to
Eiko Ushida 69
engage their students in learning the subject matter interactively and effectively,
online course structures seem to limit the use of such teaching strategies. The
results of this study suggest that successful LOL teachers used various teach-
ing strategies to maintain good interaction with students without fully relying on
studentsʼ self-motivation and responsibility (Ushida, 2003). Teachersʼ accounts
implied that the process of teaching LOL courses was still new, therefore difficult,
but that it could also be challenging and profound.

CONCLUSION
This study empirically investigated the role of studentsʼ motivation and atti-
tudes on the study of French or Spanish in LOL courses based on two commonly
used frameworks for L2 motivation: those of Gardner and MacIntyre (1993) and
Dörnyei (1994). Both frameworks were found helpful to interpret the results of
the study.
Procrastination has been frequently reported as one of the critical problems for
online students (e.g., Gilbert, 2001; Murday & Ushida, 2002). Courses like LOL
may make regular study difficult for students who cannot wisely direct their own
learning processes. To put it another way, the LOL courses can offer flexibility
in terms of pace of learning and how to learn; yet, at the same time, not all stu-
dents can take advantage of such a learning environment and may find it difficult
to manage their own learning. It seems that there is a sort of dynamic tension
between the learning materials that students have to work with and how they ap-
proach them, which course developers and/or teachers cannot predict.
Motivated students can take advantage of the LOL instruction, and effective
LOL instruction can motivate students. Indeed, “good instruction is good instruc-
tion, regardless of the delivery system” (Bush, 1997, p. 302). More research is
needed to better understand the ways in which technology-based language cours-
es can be most effectively implemented. Additional study of motivation and mo-
tivational factors would seem to be clearly warranted to help establish effective
online CALL.

NOTES
1
Both questionnaires were developed for the Language Online assessment project (see
Chenoweth & Murday, 2003). The GBQ was adapted from an original questionnaire that
G. R. Tucker developed with his students in the course called “Social and Cognitive As-
pects of Bilingualism” a number of years ago.
2
Copies are available from the author.

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74 CALICO Journal, Vol. 23, No. 1
APPENDIX A
General Background Questionnaire
Name Email
Sex Age Country of birth
Academic Year at CMU: FR SO JR SR 5th-yr.SR GRAD Other
Major(s) Minor(s)

1. What do you consider to be your native language(s)?

2. What language did you speak while you were growing up?

3. What other language(s) did people close to you speak while you were growing
up?

4. What other language(s) can you use? Please list and comment on your fluency
in each (for speaking, listening, reading, and writing). How many years of ex-
perience have you had with each language?

5. What language courses have you taken at CMU? Begin with the one(s) you are
currently enrolled in.

6. What other second language learning experiences have you had? (residence in
a non-English speaking country, study abroad, vacations, etc.)
Eiko Ushida 75
7. Why are you taking Elementary French I? Please check all that apply.
❑ To fulfill a requirement ❑ Because of my family history
❑ Because I like learning languages ❑ To be able to read menus
❑ To go abroad ❑ To be able to read literature in French
❑ For my career ❑ To sound sophisticated
❑ Because my family speaks it

❑ Other (please specify):

8. Why did you choose to take this section of the course? Please check all that
apply (in both parts).
❑ Because of conflicts with my other courses
❑ Because I prefer the time that this section is offered
❑ Because I know someone in this section
❑ Because of the instructor
❑ Because I enjoy using computers
❑ Because I wanted to try a new way to take a course
❑ Because I donʼt want to attend class 4 days per week
❑ Because I donʼt like being called on in class
❑ Because I think I can practice French more on the computer
❑ Other (please specify):

9. What do you expect to get out of this course? What are your goals? Be as spe-
cific as possible.

APPENDIX B
Technology Background Questionnaire (TBQ)
Name Email
1. Do you own a computer? YES NO
2. In what one location do you generally use a computer? (in your room, in a clus-
ter)

3. Are you generally comfortable using a computer? YES NO

4. How long have you been using a computer?

❑ Less than 1yr. ❑ 3-4 years ❑ 7-8 years ❑ 11+ years
❑ 1-2 years ❑ 5-6 years ❑ 9-10 years

5. How many hours do you use a computer in a typical day?

❑ 1-2 hrs/day ❑ 5-6 hrs/day ❑ 9-10 hrs/day ❑ 13+ hrs/day
❑ 3-4 hrs/day ❑ 7-8 hrs/day ❑ 11-12 hrs/day
76 CALICO Journal, Vol. 23, No. 1
6. How much of your time using a computer is for schoolwork/job, and how much
just for fun?
❑ 100% work ❑ 75% work ❑ 50% work ❑ 25% work ❑
25% fun 50% fun ❑ 75% fun 100% fun

7. How often do you use the computer for the following activities? (choose all that
apply)
Just On 1-3 4-6 7-9 10-12 13+
tried it occasion hrs/wk hrs/wk hrs/wk hrs/wk hrs/wk
Email
Web/internet
(searching, surfing,
shopping, etc.)
Bboards or
newsgroups
Web chat
Games
Listservs
Word processing
Programming
(including web
page design)
Other schoolwork
Other (please
specify):

8. Do you think using computers for email, b-boards, chat, etc., brings people
closer together, or makes them more isolated?
❑ Extremely ❑ very ❑ somewhat ❑ no ❑ somewhat ❑ a lot ❑ extremely
isolated isolated isolated difference closer closer close

9. Do you regularly get together with a group of people online? YES NO

If yes, based on what common factor?
❑ students
❑ family members
❑ hobbies
❑ fan clubs
❑ friends
❑ games
❑ other (please describe):
Eiko Ushida 77
10. How does this online community function? (how do you maintain contact with
one another, how are new members recruited, what sort of activities do you
participate in together (online)?)

11. Do you have any experience with non-traditional learning formats (like a cor-
respondence course, teleconferencing, video lectures, web-based classes)?
YES NO

12. If yes, estimate how many months of these experiences altogether:

13. What did you like about the experience? What did you dislike?

14. Are you taking any (other) online courses this semester? If so, what sub-
jects?

APPENDIX C

Evaluation of Studentsʼ Course Participation

Class:
Date:
Name:
INSTRUCTIONS
Please evaluate the quality of your studentsʼ course participation regarding the
listed activities using the scale provided. Circle one number in each column. If
you have any students who you are concerned about or impressed with, please add
your comments regarding their behaviors.
Excellent 5 4 3 2 1 Poor
Student Homework Chat Bboard Email Comments
names submission participation participation communication
e.g., John 54321 54321 54321 54321
Mary
Jim
78 CALICO Journal, Vol. 23, No. 1
ACKNOWLEDGMENT
I would like to thank G. R. Tucker for his invaluable feedback on this article.

AUTHORʼS BIODATA
Eiko Ushida (Ph.D. in Second Language Acquisition, Carnegie Mellon Univer-
sity, 2003) teaches Japanese at University of California, San Diego. Her research
interests include application of technology in teaching and learning languages,
Japanese language pedagogy, and materials development.

AUTHORʼS ADDRESS
Eiko Ushida
Graduate School of International Relations and Pacific Studies
University of California, San Diego
9500 Gilman Drive
Dept 0519
La Jolla, CA 92093-0519
Phone: 858/534-7636
Fax: 858/534-3939
Email: eushida@ucsd.edu