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Abstract


A COMPARATIVE STUDY ON THE POSSIBLE EFFECTS OF TECHNOLOGY ON STUDENTS’ L2 READING MOTIVATION
Integrating technology into language learning may be a beneficial motivator for students especially for digital natives who respond well to technology-infused activities due to their familiarity with technology (Prensky, 2001). Yet, the meaningful integration of a technological application into a subskill of language may need more consideration in Turkish context. Moving from that point, this study was conducted to explore the possible effects of a technological application (i.e. Edmodo) on students’ L2 reading motivation. Dividing seventy- two non-native students of English in A2 proficiency level into experimental and control group, a quasi-experimental research design was pursued. In order to explore the participants’ L2 reading motivation levels, and their extrinsic and intrinsic motivation levels; the Foreign Language Reading Attitudes and Motivation Scale (FLRAMS) developed by Erten et al. (2010) was conducted in the pre-and post-sessions. Data gathered from the pre-and post-tests were analyzed statistically, and it revealed experimental group outscore the control group in terms of L2 reading motivation. Also both extrinsic and intrinsic motivation levels were calculated to be higher in the results of the experimental group. Considering the findings, technology can be a practical means to foster L2 reading motivation through making the reading process more motivating for L2 language learners.

Keywords
Technological application; L2 reading motivation; extrinsic motivation; intrinsic motivation


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