International Journal of Education, Culture and Society

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Using Technological Tools to Boost Motivation and Interest in Students Studying Marathi as a Foreign Language - A Case Study in Mauritius

Received: 28 November 2016    Accepted: 10 January 2017    Published: 10 January 2018
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Abstract

In Mauritius, it was found that students find it hard to learn the foreign language in Marathi which is an optional language. The main reasons were that these students do not have outside exposure to the language after school classes; they learn and practice the language only in their classroom. Moreover, since the subject is being taught though the traditional teaching method, students were not motivated. The researchers have observed that many students failed in this subject. Thus for this research project, NVU Composer freeware was used to develop the learning content on the topic 'weather' in Marathi Language for students in their fourth year of study at primary school (8 to 9 years old). The implementation of the learning tool in Marathi was carried out in a class comprises of 18 students. The ARCS model of motivational design was used to design the learning lesson using NVU Composer. For evaluation purposes, i-Spring Quiz Maker was used in the form of multiple choices questions and true and false questions. Many activities were included in the learning lesson such as recorded audio, viewing videos, reading activities, and designing covers for a story in Marathi Language and completing a story in writing sentences in Marathi. The assessments would cater for the three types of learners namely Kinesthetic, Visual and Auditory learners. The results from the assessments showed a slight improvement and students showed more interest in the subject.

DOI 10.11648/j.ijecs.20170206.18
Published in International Journal of Education, Culture and Society (Volume 2, Issue 6, December 2017)
Page(s) 208-212
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Marathi Language, Technology, Freeware, Types of Learners, Motivation

References
[1] Al-Mahrooqi. R & Troudi. S. 2014. Using Technology in Foreign Language Teaching. 1st ed. 12 Back Chapman Street, Newcastle upon Tyne, NE6 2XX, UK: British Library Cataloguing in Publication Data.
[2] Gendreau S. 2012. How to remember words when learning a language. Lingholic. Available at:http://www.lingholic.com/how-to-remember-words-when-learning-a-language/.
[3] Hwang Lynch G. 2011. Ways to Introduce Your Kids to Foreign Languages. Reading and Languages.
[4] Available at: http://www.pbs.org/parents/readinglanguage/articles/introduce-kids-to-foreign-language.html.
[5] Griffiths J, Podirsky M, Deakin S & Maxwell S. 2002. "Children are learning environments". Available at: http://ehlt.flinders.edu.au/education/DLiT/2002/environs/suyin/homepg.html.
[6] Altun M. 2015. The integration of technology into foreign language teaching International Journal on New Trends in Education and Their Implications. 6 (1), 22-26. Available at: http://www.ijonte.org/FileUpload/ks63207/File/03a.altun.pdf.
[7] Cetto M. 2010. Technology and second language teaching. Brujula, (8), 119-121.
[8] Keller J M. 2009. Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.
[9] Robinson K. 2011. Out of Our Minds: Learning to be Creative. Capstone Publishing Ltd, United Kingdom.
[10] 11. 12. Ldpride.net. 2008. Understanding your learning style. Available from: http://www.aultmancollege.edu/ Files/Understanding-Learning-Styles.pdf.
Author Information
  • Centre for Innovative Life Learning (CILL), University of Mauritius, Reduit, Mauritius

  • Centre for Innovative Life Learning (CILL), University of Mauritius, Reduit, Mauritius

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  • APA Style

    Dwintee Bye Rama, Goonesh Kumar Bahadur. (2018). Using Technological Tools to Boost Motivation and Interest in Students Studying Marathi as a Foreign Language - A Case Study in Mauritius. International Journal of Education, Culture and Society, 2(6), 208-212. https://doi.org/10.11648/j.ijecs.20170206.18

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    Dwintee Bye Rama; Goonesh Kumar Bahadur. Using Technological Tools to Boost Motivation and Interest in Students Studying Marathi as a Foreign Language - A Case Study in Mauritius. Int. J. Educ. Cult. Soc. 2018, 2(6), 208-212. doi: 10.11648/j.ijecs.20170206.18

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    Dwintee Bye Rama, Goonesh Kumar Bahadur. Using Technological Tools to Boost Motivation and Interest in Students Studying Marathi as a Foreign Language - A Case Study in Mauritius. Int J Educ Cult Soc. 2018;2(6):208-212. doi: 10.11648/j.ijecs.20170206.18

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  • @article{10.11648/j.ijecs.20170206.18,
      author = {Dwintee Bye Rama and Goonesh Kumar Bahadur},
      title = {Using Technological Tools to Boost Motivation and Interest in Students Studying Marathi as a Foreign Language - A Case Study in Mauritius},
      journal = {International Journal of Education, Culture and Society},
      volume = {2},
      number = {6},
      pages = {208-212},
      doi = {10.11648/j.ijecs.20170206.18},
      url = {https://doi.org/10.11648/j.ijecs.20170206.18},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijecs.20170206.18},
      abstract = {In Mauritius, it was found that students find it hard to learn the foreign language in Marathi which is an optional language. The main reasons were that these students do not have outside exposure to the language after school classes; they learn and practice the language only in their classroom. Moreover, since the subject is being taught though the traditional teaching method, students were not motivated. The researchers have observed that many students failed in this subject. Thus for this research project, NVU Composer freeware was used to develop the learning content on the topic 'weather' in Marathi Language for students in their fourth year of study at primary school (8 to 9 years old). The implementation of the learning tool in Marathi was carried out in a class comprises of 18 students. The ARCS model of motivational design was used to design the learning lesson using NVU Composer. For evaluation purposes, i-Spring Quiz Maker was used in the form of multiple choices questions and true and false questions. Many activities were included in the learning lesson such as recorded audio, viewing videos, reading activities, and designing covers for a story in Marathi Language and completing a story in writing sentences in Marathi. The assessments would cater for the three types of learners namely Kinesthetic, Visual and Auditory learners. The results from the assessments showed a slight improvement and students showed more interest in the subject.},
     year = {2018}
    }
    

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    AU  - Dwintee Bye Rama
    AU  - Goonesh Kumar Bahadur
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    AB  - In Mauritius, it was found that students find it hard to learn the foreign language in Marathi which is an optional language. The main reasons were that these students do not have outside exposure to the language after school classes; they learn and practice the language only in their classroom. Moreover, since the subject is being taught though the traditional teaching method, students were not motivated. The researchers have observed that many students failed in this subject. Thus for this research project, NVU Composer freeware was used to develop the learning content on the topic 'weather' in Marathi Language for students in their fourth year of study at primary school (8 to 9 years old). The implementation of the learning tool in Marathi was carried out in a class comprises of 18 students. The ARCS model of motivational design was used to design the learning lesson using NVU Composer. For evaluation purposes, i-Spring Quiz Maker was used in the form of multiple choices questions and true and false questions. Many activities were included in the learning lesson such as recorded audio, viewing videos, reading activities, and designing covers for a story in Marathi Language and completing a story in writing sentences in Marathi. The assessments would cater for the three types of learners namely Kinesthetic, Visual and Auditory learners. The results from the assessments showed a slight improvement and students showed more interest in the subject.
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