Improving L2 Learning: An ARCS Instructional-motivational Approach

Abstract

The purpose of this study was defining the effectiveness of an instructional-motivational design, based on ARCS model (Keller, 1984), to improve Persian language learning as a second (foreign) language; A model for integrating motivation into instruction, with four categories of Attention, Relevance, Confidence & Satisfaction. For doing so a single case, multiple base-line design, an across subjects non-concurrent one has been selected. The subjects were five, Arab, male students, with the 19 years age average. Level exams showed that all of them were approximately in the same level in English skills (especially in comprehension).The subjects had before some instructions in Persian,they were intermediate Persian learners. At the first session subjects answered to a CIS (Course Interest Survey) Keller (2010), in English and their instructional design defined according it's results & based on the ARCS model strategies. It has been designed a 46 sessions course for them. The subjects entered to the treatment (instructional design) respectively in 6th, 11th, 16th, 21th & 26th session. At the end of first to5th sessions and also 6th, 11th, 16th, 21th, 26th, 31th, 36th, 41th & 46th sessions the subjects answered to a general exam on Persian language skills. Another CIS test accomplished on the last session too which showed an improvement in motivation for the course. The comparison of each subject's baseline scores with treatment phase scores demonstrated a clear improvement in scores. Based on these findings the instructional-motivational design, based on ARCS model was effective for Persian (L2) language learning.