42 instrumentation are vital factors in increasing listening comprehension. On the other hand, the origin of the singer does not seem to affect comprehension (Kahraman, 2008). The Development of English Songs in China Most Chinese believe that English songs are worth listening to and have received wide popularity because they have beautiful melodies, meaningful content, and, more importantly, they often contain touching stories (Shen, 2012). Therefore, to arouse students’ interest in learning English and improve their listening, speaking, and reading, it is an effective way to apply classic English songs to the English teaching of students. However, in China’s actual classroom activities, the frequency of English songs is neither high nor expected. It is found that Chinese students do not like English songs in English classes for two reasons. One is that teachers lack English songs in English teaching; The second is the traditional education concept of students. In China, most people take their studies seriously, and connecting the songs and games in class with entertainment is difficult. As a result, they doubt whether they are being used as learning tools (Rao, 2002). However, many foreign data and some domestic data have proved that English songs can promote English learning. At the same time, in China’s official English curriculum, the cultural form of keeping pace with the times seems to have no place. Chinese students usually only accept the traditional form of teaching (Wang, 2002). In 2009 Rupke and Blank noted that the Chinese students in their study sang American songs that the researchers had never heard. Some out-of-date English lyrics are not commonly used in the present era, and the content of songs in some teaching materials is still unchanged, so students cannot get the information that keeps pace with the times (Goering, 2014). With the
43 development of time and technology, it is necessary to investigate whether Chinese students’ attitudes toward learning English songs have changed. Gender Differences in the Effect of the Learning Tools and Motivation for Language Learning Studies have shown that gender affects English language learning (Slater et al., 2007; Wahyuningsih, 2018). Learning tools such as videos, story-telling, and songs have improved students' achievement in learning English, specifically in concentrating, memory, and understanding topics (Kostereliglu, 2016). However, each learning tool does not have the same effect for each gender. Findings from a study of 74 male and 43 female college students showed that females had better vocabulary and acquisition scores on the easy tests when using videos for language learning. In contrast, the males had a better comprehension of complex video texts (Lin, 2011). Regarding motivation, Mori and Gobel (20060 found that females had higher integrative motivation for learning English than males. Conclusion In summary, whether it is English songs, English stories, or English clips, all play a particular role in promoting English teaching or in the process of students learning English by themselves. However, under China’s social background and highly centralized education system, Chinese college students’ cognition and requirements for English learning methods constantly change with social development. Similarly, college students’ motivation to learn English is also constantly changing. As an English teacher, it is necessary to understand the changes
44 in students’ attitudes and motivations, which will significantly help classroom teaching in the future.
45 CHAPTER 3 RESEARCH METHODOLOGY Introduction This study aimed to investigate college students’ attitudes towards English storytelling, English songs, and English short videos and the extent to which these influence their motivation to learn English. This chapter describes the research design, questions, participant selection, instrumentation, and data collection procedures. Research Questions 4. What is the attitude of college students towards English storytelling, English songs, and English video clips, and what is the motivation for learning English? 5. To what extent does gender affect college students’ English storytelling, songs, clips, and motivation for learning English? 6. How are students’ attitudes toward English storytelling, songs, and video clips associated with their motivation to learn English? Research Design This paper investigated college students’ attitudes toward English songs, video clips, and storytelling and how their attitudes may influence their motivation to learn English. Independent variables were college students’ attitudes toward the use of short storytelling in English, English video clips, and English songs. The dependent variable was students’ learning motivation. This research employed a cross-sectional survey design with correlation analysis. Descriptive analysis, paired t-test,
46 independent samples t-test, and multiple regression analyses were used to analyze the data. A descriptive cross-sectional survey design was employed in this study. This design was appropriate for this paper which required collecting data only once. A survey questionnaire with 36 items was developed and administered to students majoring in English at Hebei University in China. The participants had to respond to 36 items on the instrument that assessed their perception of three English learning tools and their learning motivation. It is correlational because it was also the intent of this study to determine the extent to which motivation is related to students’ attitudes toward the use of storytelling, songs, and video clips. Participants The survey respondents to this study came from Hebei University, Hebei Province, China. The university ranks fourth in China regarding the number of students in English Majors. Participants were selected using a purpose sampling procedure. They were selected because they were seniors majoring in English. Three hundred and twenty-five (325) students completed the survey questionnaire. A majority of the respondents were female (83%). Instrumentation A survey questionnaire was developed to collect the data for this study (see Appendix A). The survey consisted of an item on gender identification, 12 items measuring motivation, eight items on attitudes toward the use of English storytelling, eight items on the use of English songs, and eight items on the use of video clips. The English version of the instrument was administered.
47 Intrinsic and Extrinsic Motivation Questionnaire. Motivation for learning English was assessed using an instrument developed by Wang (2019), based on SelfDetermination Theory (SD) constructs, to measure motivation for learning English among Chinese students. Wang (2019) reported performing exploratory factor analysis and confirmatory factor analysis to provide support for the validity of the instrument. College students’ Attitudes Towards English Storytelling. Eight items adapted from Xie (2017) were used to measure attitudes towards English storytelling. Each item was measured along a 5-point Likert Scale from 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5= strongly agree. Two scholars from Asia Pacific International University reported that the items are reasonable measures of attitudes toward English storytelling. College Students’ Attitudes Towards English Songs. The scale used to measure attitudes toward the use of English songs was adapted from Chen (2009). The eight-item scale consisted of statements measured along a 5-point Likert Scale: 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5= strongly agree. Two scholars from Asia Pacific International University reported that the items are reasonable measures of attitudes towards the use of English songs. College Students’ Attitudes Towards English Clips. Attitudes toward the use of English video clips was adapted from Li (2019). The scale consisted of 8 items measured along a 5-point scale: 1=strongly disagree; 2=disagree; 3=neutral; 4=agree; 5= strongly agree. In the views of two scholars from Asia Pacific International University, the scale is a reasonable measure of attitudes towards the use of video clips.
48 Internal Consistency Reliability Internal consistency reliability estimates of the attitude and motivation scales are reported in Table 1. Cronbach’s alpha ranged from a low of .685 for extrinsic motivation to a high of .915 for the use of video clips. Cortina (1993) and Taber (2018) suggest the following criteria for evaluating Cronbach’s alpha: .7 – good, .8 – good, and .9 – very good. Overall, the scale used in this survey has good internal consistency. Table 1. Reliability Estimates Variable # of items Cronbach’s alpha Motivation (total) 12 0.833 Intrinsic 6 0.832 Extrinsic 6 0.685 Storytelling 8 0.887 English songs 8 0.901 Video clips 8 0.915 Data Collection Methods And Procedure Before data collection, the thesis proposal was defended and approved by the Institutional Review Board of Asia Pacific International University. Data was then collected with an online survey using a survey applet developed by Guangzhou Element Software Co., Ltd., called “调查问卷” and “Survey Applet” in English. The use of this survey applet is free. The number of participants is unlimited, and the data can be easily exported. Participants can respond to the survey anonymously. The processes for developing the online survey were as follows: 1. First, create an account and find the questionnaire applet in WeChat, China's most popular general social program.
49 2. Create an account and identity authentication under a real name 3. Choose the type of questionnaire, fill in the title, and create the survey: Motivation and attitudes towards using storytelling songs and audiovisual clips. 4. The online survey was set so a student could only fill it once; the 37 items were entered. After completing the online survey, the applet generated a QR code and link. 5. Permission was sought from Mr. Abel Levan Mims, the English instructor at Shijiazhuang University, to conduct data surveys online. He then sent the QR code to all English Major students at the university through emails. Participants were informed that participation was voluntary and anonymous and that the data collected is used only for research. The pictures below show the survey applet used in this study. Data Analysis For question 1, descriptive statistics (mean, standard deviation, frequencies) were used. In Question 2, independent samples t-test was used to compare male and female motivation and attitudes toward using storytelling, songs, and video clips. In Question 3, bivariate correlation and multiple regression analyses were used since the question sought to examine the relationship between motivation and attitudes. Ethical Considerations Permission from the university was obtained before data collection began. Students were invited to participate in this study, and their participation was completely voluntary and anonymous. This study was low-risk, and no physical or mental harm to participants was anticipated.
50 Figure 1. Survey Applet .
51 CHAPTER 4 RESULTS Participants The collected data was analyzed by IBM Statistics (SPSS) version 26. A total of 325 English majors from Shijiazhuang University completed the online questionnaire. For gender, 83% of the survey respondents are female, and 17% are male (see Table 2). Table 2. Participants by Gender Group n % Male 55 16.9 Female 270 83.1 Results By Research Question Q1. What is the attitude of college students towards English storytelling, songs, and video clips, and what is the motivation for learning English? The means and standard deviations for the use of storytelling, use of English songs, use of video clips, and attitudes towards learning English are shown in Table 3. Scale means range from a low of 3.61 (SD=0.71) for the use of English songs to a high of 3.92 (SD=0.78) for extrinsic motivation. The mean has possible values of 1- strongly disagree to 5 – strongly agree. Attitudes towards the use of media (storytelling, songs, video) for learning English are moderately positive. Motivation
52 for learning English is also moderate, with extrinsic motivation (M=3.92, SD=0.78) slightly higher than intrinsic motivation (M=3.60, SD=0.72). With skewness statistics within ±1, the variables are assumed to be normally distributed. Table 3. Variable Means and Sandard Deviations Variable M SD skewness Use of storytelling 3.69 0.66 -0.63 Use of English songs 3.61 0.71 -0.31 Use of video clips 3.76 0.7 -0.68 Motivation (Total) 3.7 0.68 -0.87 Intrinsic 3.6 0.72 -0.59 Extrinsic 3.92 0.78 -0.97 Use of Storytelling In Table 4, item means, standard deviations, and percent of ‘agree’ and ‘strongly agree’ are reported. Students reported that by telling stories in the English classes, they can ‘better understand the meaning and usage of English words (M=3.82), and ‘remember new words’ (M=3.73). They also found learning English from English stories easier than reading the textbook (M=3.62). Approximately twothirds of the students found the use of storytelling to help understand the meaning and usage of English words (72.9%), increased their eagerness to know more about English stories (67.7%), and increased their interest in the content of English stories (67.7%). Use of English Songs Items statistics for the use of English songs are summarized in Table 5. The students found that the use of English songs as part of learning English increased their interest in English songs (M=3.70), help them learn foreign culture (M=3.69), and
53 improved their English listening ability (M=3.65). Between 53% (improved reading ability) and 63% (learn foreign culture) of the students found the use of English songs in English classes to be helpful. Table 4. Item Statistics for Use of Storytelling (n=325) Statements M SD %a Q19 In telling stories, I can better understand the meaning and usage of English words. 3.82 0.81 72.9 Q16 I am eager to know more English stories. 3.75 0.90 67.7 Q13 I am interested in the content of English stories. 3.74 0.89 67.7 Q15 In telling English stories, I can better remember new words. 3.73 0.90 66.4 Q17 Telling English stories makes me more confident in learning English. 3.68 0.88 64.0 Q14 I like learning English by telling stories. 3.65 0.91 60.0 Q20 I feel that learning English stories is easier than learning from the textbook. 3.62 0.94 63.6 Q18 I can immerse myself in English stories. 3.54 0.84 52.7 Total Scale 3.69 0.66 Note: aPercent ‘Agree’ and ‘Strongly agree” Use of Videos Student attitudes about the use of video clips in the learning of English are reported on Table 6. They found the use of videos to be most helpful in helping them learn foreign culture (M=3.85, SD=0.88), learn the English language (M=3.80, SD=0.84), and enhance their English listening ability (M=.78, SD=.091). They also reported that use of videos made learning English easier than from English textbooks (M=3.68, SD=0.91). Overall, about 65% (made English learning easier) to 74% (learn foreign culture) of the students found the use of video clips to be useful.
54 Table 5. Item Statistics for Use of English Songs (n=325) Statements M SD %a Q22 I am very interested in learning English songs. 3.70 0.97 59.1 Q25 I get to learn foreign cultures through English songs. 3.69 0.87 62.5 Q26 I feel that my English “listening” ability has improved through English songs. 3.65 0.87 60.0 Q23 I am confident that I can learn the vocabulary and sentences with the lyrics of the song. 3.60 0.93 57.6 Q21 I feel that learning English songs is easier than learning English from the textbook. 3.60 0.99 59.4 Q27 I feel that my English “speaking” ability has improved through English songs. 3.59 0.89 58.8 Q24 I want to spend more time learning English songs. 3.56 0.96 56.3 Q28 I feel that my English “reading” ability has improved through English songs. 3.46 0.92 52.6 Total Scale 3.61 0.71 Note: aPercent ‘agree’ and ‘strongly agree’ Motivation Motivation for learning English is moderate (M=3.70, SD=0.68). Paired t-test result suggest that extrinsic motivation (M=3.92, SD=0.78) is significantly higher (t(324)=8.86, p<.001) than intrinsic motivation (M=3.60, SD=0.72). The magnitude of the difference is medium (ES(d)=.49). Item statistics are reported on Table 7(intrinsic motivation) and Table 8 (extrinsic motivation). Students in this study are intrinsically motivated to finish they English homework (M=3.97, SD=1.00), persist when they find learning English difficult (M=3.72, SD=0.98), and appear to really like learning English (M=3.69, SD=0.97). However, compared to their classmates, they do not seem to be as confident in studying English (M=3.22, SD=0.98).
55 Table 6. Item Statistics for Use of Videos (n=325) Statements M SD %a Q35 I learn about foreign cultures through watching English Video clips. 3.85 0.88 73.8 Q31 I think watching Video clips is very helpful for my English learning. 3.80 0.84 70.7 Q33 I want to enhance my English “listening” ability through watching Video clips. 3.78 0.91 72.3 Q29 I want to learn English through Video clips. 3.76 0.84 69.6 Q36 I am very interested in learning English by watching Video clips. 3.76 0.95 66.7 Q30 I would like to spend more time on watching Video clips. 3.74 0.87 67.7 Q34 I want to enhance my English “reading” ability through watching Video clips. 3.71 0.91 66.8 Q32 I feel that learning from Video clips is easier than learning from the textbook. 3.68 0.91 64.6 Total Scale 3.76 0.70 Note: Percent ‘agree’ and ‘strongly agree’ Table 7. Item Statistics for Intrinsic Motivation (n=325) Statement M SD %a Q3 I finish my English homework. 3.97 1.00 77.8 Q2 I will persist when facing difficulties in English learning. 3.72 0.98 67.7 Q1 I like learning English from the bottom of my heart. 3.69 0.97 62.2 Q6 I treat English exams as an evaluation of what I have learned about English. 3.59 0.99 60.0 Q4 I like reading English articles. 3.39 0.96 44.3 Q5 I feel more confident studying English compared with my classmates. 3.22 0.98 36.7 Scale 3.60 0.72 Note: Percent ‘agree’ and ‘strongly agree’ Students appear to be learning English because they believe it might be helpful for their future (M=4.14, SD=0.96), improve their communication skills (M=3.77, SD=0.93), and perhaps get their ideal job (M=3.84, SD=0.96). Only 43% of them read English outside their classes. As many as 82% feel learning English will help
56 them in the future, use it beyond passing their CET-4 or CET-6 exams (74.2%) or land them an ideal job (73.2%). Table 8. Item Statistics for Extrinsic Motivation (n=325) Statement M SD %a Q12 English learning can be helpful in the future. 4.14 0.96 81.8 Q8R I study English not only to pass CET-4 or CET- 6. 3.88 0.96 74.2 Q11 I study English diligently to get an ideal job in the future. 3.84 0.96 73.2 Q10 I study English diligently to improve my communication skills. 3.77 0.93 69.2 Q9R I study English diligently not only to graduate from university. 3.57 1.02 55.4 Q7R I often read English outside of English class. 3.29 0.94 42.7 Scale 3.92 0.78 Note: aPercent ‘agree’ and ‘strongly agree’ 2. To what extent does gender affect college students’ use of English storytelling, songs, video clips, and motivation to learn English? Independent samples t-tests were conducted to determine if there are differences tween male and female students in terms of their attitudes toward the use of storytelling, songs, and videos in learning English and their motivation for learning English. The results are reported on Table 9. There are no significant differences in attitudes between male and female students in regard to the use of storytelling (p=.124), or intrinsic motivation (p=.140). Compared to male students ((M=3.37, SD=0.82), Female students (M=3.65, SD=0.68) reported significantly more positive attitude towards the use of English songs (t(323)=2.70, p=.007, d=.40). Female students (M=3.83, SD=0.65) also have more significantly (p=.001) positive attitudes towards the use of video clips than male students (M=3.40, SD=0.83). Interestingly, female students (M=3.98, SD=0.71) have significantly (p=.012) higher extrinsic motivation than male students (M=3.61, SD=1.01). Magnitude of the group
57 differences (effect sizes) are small (.27 for intrinsic motivation) to medium (.63 for video clips). Table 9. T-test Results for Gender Differences Variable Gender N M SD t df p ES(d) Storytelling Female 270 3.72 0.62 1.56 66.75 .124 .30 Male 55 3.54 0.83 English Songs Female 270 3.65 0.68 2.70 323 .007 .40 Male 55 3.37 0.82 Video clips Female 270 3.83 0.65 3.63 68.05 .001 .63 Male 55 3.40 0.83 Intrinsic motivation Female 270 3.63 0.67 1.49 66.78 .140 .27 Male 55 3.43 0.91 Extrinsic Motivation Female 270 3.98 0.71 2.60 65.17 .012 .49 Male 55 3.61 1.01 3. How are students’ attitudes toward English storytelling, English songs, and English clips associated with their motivation to learn English? Multiple regression analysis was used to examine the extent to which use of storytelling, English songs, and video clips can explain the motivation of students to learn English. Table 10 reports variable means, standard deviations and the intercorrelation among the variables. With correlation coefficients ranging from .494 (between extrinsic motivation and English songs) to .680 (between intrinsic motivation and storytelling), motivation appears to be moderately correlated with storytelling, songs, and videos.
58 Table 10. Correlation Coefficients Variable M SD 2 3 4 5 6 1 Intrinsic Motivation 3.60 0.72 .627 .954 .680 .494 .592 2 Extrinsic motivation 3.92 0.78 .832 .667 .497 .620 3 Motivation 3.70 0.68 .741 .544 .661 4 Story telling 3.69 0.66 .609 .694 5 English songs 3.61 0.71 .664 6 Use of video clips 3.76 0.66 Note: All coefficients are significant at .001. The results of the regression analyses are reported in Table 11. In Model 1, the dependent variable is the total motivation scale while in Model 2, intrinsic motivation is the dependent variable. In Model 3, extrinsic motivation is the criterion variable. The regression models are statistically significant in all three cases (p<.001). The set of independent variables (storytelling, songs, videos) explains about 60% of the variance in motivation (total scale). The set of predictor variables explains about 49% of the variance in intrinsic motivation as well as extrinsic motivation. In all three models, the best predictor is the use of storytelling (β=.53, p<.001 for total scale motivation; β=.51, p<.001 for intrinsic motivation; and β=.45, p<.001 for extrinsic motivation). The use of video clips is also significant in explaining motivation in all three models. However, the use of English songs is not a significant predictor of motivation. These results suggest that higher levels for motivation (overall, intrinsic or extrinsic) are associated with more positive attitudes toward the use of storytelling and video clips during English classes.
59 Table 11. Regression Analysis Results Model 1 Model 2 Model 3 Variables b SE β b SE β b SE β (Constant) 0.587 0.149 0.570 0.178 0.619 0.193 Story telling 0.546 0.053 0.53** 0.553 0.063 0.50** 0.530 0.068 0.45** Video clips 0.251 0.053 0.26** 0.216 0.063 0.21** 0.320 0.068 0.29** English songs 0.044 0.047 0.05 0.048 0.056 0.05 0.038 0.061 0.03 R2 0.59 0.49 0.49 F 154.86 103.15 104 df1, df2 3321 3321 3321 p <.001 <.001 <.001 Note: **p≤.001 Model 1: Dependent variable: Motivation (Total) Model 2: Dependent variable: Intrinsic motivation Model 3: Dependent variable: Extrinsic motivation The path diagrams to illustrate the three regression models are shown in Figure 1 (total motivation scale), Figure 2 (Intrinsic motivation) and Figure 3 (Extrinsic motivation). Summary This chapter presented the results of the data analyses to answer the research questions. A summary of the major findings are presented in the next chapter, where the results are discussed.
60 Figure 2. Path model for motivation (total Scale) Figure 3. Path model for intrinsic motivation
61 Figure 4. Path model for extrinsic motivation .
62 CHAPTER 5 SUMMARY, DISCUSSION, CONCLUSION, AND RECOMMENDATIONS Summary This study aimed to examine students' attitudes towards using English storytelling, songs, and video clips and the extent to which they may influence motivation for learning English. Participants were senior students majoring in English at Shijiazhuang University, Hebei Province, China. Therefore, the questions addressed in the research were: What is the attitude of college students toward English storytelling, English songs, and English clips, and what motivation for learning English? To what extent does gender affect college students’ English storytelling, songs, clips, and motivation about learning English? How are students’ attitudes toward English storytelling, songs, and clips associated with their motivation to learn English? A cross-sectional survey research design was used as the framework for data collection. An online questionnaire was developed using a survey applet which was then electronically distributed to English students at Shijiazhuang University. Three hundred and twenty-five students completed the survey. Participants were primarily female (83.1%).
63 Major Findings Summary of Research Findings 1. Student attitudes towards the use of storytelling (M=3.69), English songs (M=3.61), and video clips (M=3.76) indicate that they are moderately agreeable to using them during English classes. 2. On a scale of 1 – 5, overall motivation has a mean of 3.70; intrinsic motivation has a mean of 3.60, and extrinsic motivation has a mean of 3.92. These results indicate that students are moderately motivated to learn English. 3. Extrinsic motivation is significantly higher (p<.001) than intrinsic motivation. 4. Compared to male students, females have a significantly (p<.01) more favorable attitude toward using English songs and video clips. 5. Compared to male students, females are significantly (p=.012) more extrinsically motivated to learn English. 6. Together, the use of storytelling, English songs, and video clips significantly explain motivation (p<.001), accounting for 50%-60% of the variance in motivation. 7. The use of storytelling (β=.45 to β=.53) is the best predictor of motivation. Discussion The data analysis shows that students had moderately positive attitudes toward English storytelling, songs, and video clips. Students reported that by telling stories in the English classes, they could ‘better understand the meaning and usage of English words and remember new
64 words. Students in this research also reported that they are interested in the content of English stories. For the use of English songs, students reported that they are very interested in learning English songs and can get to learn foreign cultures through English songs. In addition, students reported that they could learn about foreign cultures by watching English video clips and enhancing their English listening ability. According to the data analysis, students like English stories, the most among the three learning tools, followed by English videos and songs. Students believe that short English videos can best help them understand foreign cultures. Similarly, many students are moderately positive about using these three English learning tools. For example, Hsin & Cigas (2013) reported moderate use of videos and songs among students. However, there are differences in the degree of attitude towards using the three English tools in the survey results. For example, Abril (2020) reported that as many as 92% of students are interested in English songs. The attitude of college students in this survey is moderate, but according to Abril’s findings, their attitude towards English videos and songs is relatively high. For this difference, the reason may be that student’s interest in learning has changed due to the change of time. Secondly, the motivation for learning English in this research is moderate. Most of the students in this research reported that they like learning English from the bottom of their hearts. Furthermore, they reported
65 that English could be a help in the future. While extrinsic motivation is significantly higher than intrinsic motivation, students reported that they study English diligently to get an ideal job in the future. College students are very concerned about the impact of English on work, which significantly affects students’ extrinsic motivation. In addition, college students rarely read English outside of class, which may be caused by the students' low intrinsic motivation or because there is little English material suitable for college students to read. Extrinsic motivation is significant among students. Li's (2010) survey showed similar findings that extrinsic motivation (English exams) drove Chinese students to a great extent. Thirdly, there is no significant difference in attitudes between male and female students regarding the use of storytelling or intrinsic motivation. Female students reported a significantly more positive attitude toward using English songs. Female students also have more positive attitudes toward video clips than male students. Interestingly, female students have significantly higher extrinsic motivation than male students. Similarly, the research of Japanese scholars in 2006 also showed that women’s learning motivation was significantly higher than men's (Mori & Gobel, 2006). To a certain extent, men and women have different attitudes toward English short videos. Females used video clips at a higher level than male students. This finding is affirmed by Jiang’s research (2016) which found that female students rely more on media devices than male students (Jiang &
66 Zhao, 2016). Therefore, women find using English video clips and other media devices to learn English more useful. Lastly, motivation appears to be moderately correlated with storytelling, songs, and videos. Storytelling and video clips are more positively associated with motivation. This survey showed that storytelling can most affect college students' motivation to learn English. English stories can relate to readers' practical experience and have contextual logic, which is conducive to English learners’ Internalization of English. According to scholars’ research, teenagers often like telling stories in English (Soleimani, 2013). At the same time, some studies have found that adults have high motivation in storytelling in English. For example, Nguyen's (2018) research points out that adults are motivated by storytelling because of the relevant benefits of language learning, comprehension, community building, and multicultural understanding. Conclusion This study reveals that college students’ attitudes toward English storytelling, English songs, and English short videos are general. It also studies college students’ learning motivation, including intrinsic and extrinsic motivation, and the relationship and influence between these three tools and learning motivation. In addition, gender factors were also analyzed. This study found that college students are neutral toward English storytelling, songs, and short videos. The learning motivation of college students is also relatively neutral, but the intrinsic motivation is higher than the extrinsic motivation; At the
67 same time, college students’ attitude towards learning tools has no significant impact on learning motivation. Regarding gender differences, females’ attitude toward English songs and video clips is significantly higher than males. However, there is little difference in gender between storytelling and learning motivation in English. Limitations This study has several limitations. First, attitudes and motivations may be influenced by various specific contextual factors. Although the attitude and motivation of college students are accurately revealed, the present results may only apply to students surveyed in this paper. Secondly, the data were collected only through questionnaires. Qualitative research, including interviews with students and teachers, evaluation of actual performance, and classroom observation, may provide more levels of analysis. Third, data collection was cross-sectional. Cross-sectional studies are less effective in identifying individual variations in growth or establishing causal relationships. Finally, longitudinal research is especially suitable for studying human growth and development. In order to investigate the change of motivation more accurately with age, longitudinal data collection should be carried out in the future. RECOMMENDATIONS Notwithstanding its limitations, this study does contribute to college students’ attitudes towards English storytelling, English songs, and English short videos, as well as their motivation to learn English. This study shows that paying attention to and improving college students’ interest in learning English is necessary. English video clips or English storytelling can be used appropriately in the classroom to help college students improve their interest in learning. Future research suggests using
68 qualitative surveys to obtain college students’ attitudes and reasons for a specific learning tool. Therefore, the study supports scholars in studying and analyzing college students’ future use of learning tools. In addition, other scholars could try to find the most commonly used English learning tools for college students in learning English, the influencing factors affecting college students’ attitudes towards English learning tools, and the needs of college students for English learning tools. In addition, the results of this study provide a challenge for English language learning to meet the learning tool needs of college students and encourage the development and research of English teaching and research.
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APPENDICE
79 SURVEY QUESTIONNAIRE Dear Respondents : This questionnaire is to study college students' attitudes towards three learning tools (English storytelling, English songs, and English short videos) and English learning motivation. This questionnaire contains gender information and 36 singlechoice questions. Taking part in this research study will not threaten your privacy, and there is no risk of harm. All the information you give will be kept confidential, and your identity will not be revealed. Your participation in this survey is voluntary. Please note that you agree to participate in this study by completing this survey. The following is a detailed introduction of the three tools of this study to distinguish them more clearly: an English short video is a short (within 20 minutes) English video playback, providing learners with short-time English animation and corresponding sound playback. In summary, English stories focus on English learning in specific scenes and contexts, which is conducive to comprehensive understanding; English songs focus on learning English pronunciation and rhythm, which is helpful to listening; English short video focuses on learning English knowledge in a short time, which helps learners learn English knowledge in a limited time. Thank you for taking the time to contribute to this research study through your valuable participation. Sincerely, Faculty of Education
80 Demographics: Please put a check for your answer for the following questions: Place an √ in the box that indicates your opinion of the statement. 1 = Strongly disagree, 2= Disagree, 3 = Neutral, 4 = Agree, and 5 = Strongly Agree Gender 1. Male 2. Female N Description SD 1 D 2 N 3 A 4 SA 5 1 I like learning English from the bottom of my heart. 2 I will persist when facing difficulties in English learning. 3 I finish my English homework. 4 I like reading English articles. 5 I feel more confident studying English compared with my classmates. 6 I treat English exams as an evaluation of what I have learned about English. 7 I seldom read English outside of English class. 8 I study English only to pass CET-4 or CET- 6. 9 I study English diligently merely to graduate from university. 10 I study English diligently to improve my communication skills. 11 I study English diligently to get an ideal job in the future. 12 English learning can be helpful in the future. 13 I am interested in the content of English stories. 14 I like learning English by telling stories. 15 In telling English stories, I can better remember new words. 16 I am eager to know more English stories. 17 Telling English stories makes me more confident in learning English. 18 I can immerse myself in English stories. 19 In telling stories, I can better understand the meaning and usage of English words. 20 I feel that learning English stories is easier than learning from the textbook.
81 21 I feel that learning English songs is easier than learning English from the textbook. 22 I am very interested in learning English songs. 23 I am confident that I can learn the vocabulary and sentences with the lyrics of the song. 24 I want to spend more time learning English songs. 25 I get to learn foreign cultures through English songs. 26 I feel that my English “listening” ability has improved through English songs. 27 I feel that my English “speaking” ability has improved through English songs. 28 I feel that my English “reading” ability has improved through English songs. 29 I want to learn English through Video clips. 30 I would like to spend more time on watching Video clips. 31 I think watching Video clips is very helpful for my English learning. 32 I feel that learning from Video clips is easier than learning from the textbook. 33 I want to enhance my English “listening” ability through watching Video clips. 34 I want to enhance my English “reading” ability through watching Video clips. 35 I learn about foreign cultures through watching English Video clips. 36 I am very interested in learning English by watching Video clips. (Questions from 1-12) Learning motivation survey English translation of the Intrinsic (Q1-6)/Extrinsic(Q7-17) Motivation Scale of English Learning (Questions from 13-20) Storytelling survey (Questions from 21-28) English Songs (Questions from 29-36) Video clips