Effects of embedded relevance enhancement within a computer-based interactive multimedia program for English as a foreign language learners

This study investigated the effects of intrinsic motivation and embedded instructional strategies designed to enhance relevance on students\u27 perceptions of motivation as well as students\u27 understanding of the instructional material within a computer-based interactive multimedia (CBIM) lesson for English as a foreign language students. A 2 x 2 factorial experimental posttest-only design was employed with two independent variables, level of intrinsic motivation (higher or lower) and embedded relevance enhancement (with or without), and two dependent variables, achievement and motivation perception. The Intrinsic Motivation Orientation Scale measured the first independent variable, learners\u27 level of intrinsic motivation. Subjects were categorized as having a higher or lower level of intrinsic motivation. The second independent variable, embedded relevance enhancement, was the treatment; strategies were based on the Relevance Concept and Tactics Checklist developed by Keller (1990). Within each intrinsic motivation group, learners were randomly assigned to a treatment consisting of a computer-based interactive multimedia program featuring English language text, videos, and exercises on the topic of criticism either with or without enhanced relevance components. The dependent variables, operationally defined as the score on a comprehension test and the score on the Modified Instructional Material Motivation Survey (MIMMS), were measured after students completed the CBIM program. Two-way analysis of variance (ANOVA) was used to analyze the data collected. The findings indicated that the use of embedded relevance strategies facilitated students\u27 language learning regardless of learners\u27 level of intrinsic motivation. Findings also showed that more highly intrinsically motivated students performed better regardless of the specific treatments they received. Results indicated that the effects of the two variables were additive. The embedded instructional strategies added to the effect of the existing intrinsic motivation of students. The highly intrinsically motivated students who learned from the program with embedded instructional strategies performed the best overall. There was no significant interaction between these two variables. Future research should further examine the use of relevance enhancement strategies. Other components of the ARCS model, attention, confidence, or satisfaction, should also be studied for their impact on learning. This theoretical framework offers a rich source of instructional strategies for teachers and instructional designers