Abstract
This study examined the effects of a motivational strategies-based edutainment intervention on college students’ motivation and engagement in College English as a Foreign Language (EFL) courses. The participants were junior students in the school of business who were divided into an experimental group and control group (N = 230). Independent samples t-tests, regressions, and correlations were used for data analysis. Activities such as the snowball activity and the gallery exhibition activity were used to stimulate students’ situational interests. The results indicated that students in the experimental group had significantly higher motivation and engagement than those in the control group. Also, students’ course perceptions predicted their engagement. Implications and limitations are discussed.
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Acknowledgments
The authors would like to thank Dr. Zhigeng Pan for his invaluable suggestions on this article. This paper was supported both by China’s Foreign Language Textbooks and Pedagogy Research Center with the grant No. 2018SH0037A and by the project entitled First-class Discipline Construction of Foreign Language and literature at Shanghai University of Engineering Science with grant No. 2019XKZX011.
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Li, M., Jones, B.D., Cao, G., Wang, D. (2020). The Effects of Edutainment Strategies on Student Motivation and Engagement in College EFL Classes. In: Pan, Z., Cheok, A., Müller, W., Zhang, M. (eds) Transactions on Edutainment XVI. Lecture Notes in Computer Science(), vol 11782. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-61510-2_1
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