The present study investigated the changes in motivation and motivational factors of multimodal composition activities in Korean elementary classroom. 76 elementary students composed a multimodal text with their group members and the motivational factors were examined to explore the following research questions: (a) Does multimodal composing have an effect on Korean elementary students’ motivation? and (b) What factors do have an effect on motivation in multimodal composition? In particular, the motivational factors were analyzed based on Malone and Lepper’s (1987) motivation theory since this model reflects the nature of digital activity. To investigate the complex nature of motivation, mixed method was implemented. For this study, three different types of data were collected; motivation questionnaires, students’ written reflections, and teacher’s field notes. For the first research question, Korean elementary students’ motivation showed a positive development after the multimodal composition activity. To answer the next research question, the individual motivational factors were analyzed. As a result, there was a statistical difference on five motivational factors; curiosity, fantasy, cooperation, competition, and recognition. The students’ written reflections and teacher’s field notes supported the results as well as the other two motivational factors; challenge and control. The findings of this research suggested that it is required to implement multimodal composition activities in Korean elementary school English classes.
Abstract
I. Introduction
II. Theoretical Background
III. Methodology
IV. Results and Discussion
V. Conclusion and Educational Implications
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