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Optimizing the Process of Teaching English for Medical Purposes with the Use of Mobile Applications

A Memrise-based Case Study


Maria Chojnacka

The ubiquity of mobile devices has opened the way to extending learning environments far beyond the constraints of the traditional foreign language classroom. This book seeks to advance the knowledge about effective learning and teaching of English for Medical Purposes supported by mobile environments. The author investigates the effectiveness of the use of a mobile version of a flashcard spaced-repetition learning platform. In conclusion, she presents core principles of an educational solution that supports the ongoing and situated learning of English for Medical Purposes by designing a mobile spaced-repetition medical vocabulary tutor («Mobile Medical English Companion»).

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Chapter Three: Motivation, Learner Autonomy and the Role of the Teacher in Learning and Teaching English for Medical Purposes


3.1 Motivational Dimensions

It is important to look at the dynamics of language learning from the perspective of the intricate relationship between factors such as motivation, learner autonomy or the role of the teacher in the ultimate success or failure in learning English for Medical Purposes.

The discussion of motivation and its influence on learning achievements in the educational context has been wide an extensive, e.g. Berliner − Calfee (1996), Boekaerts (2001), Brophy (1987), Burden (1995), Canfield − Wells (1994), Covington (1998), Cook − Singleton (2014), Damon − Eisenberg (1998), Dörnyei (1994, 2001, 2005), Dörnyei − Csizér (1998), Dörnyei − Schmidt (2001), Dörnyei et al. (2014), Galloway et al. (1998), Good − Brophy (1994), Kikuchi (2015), McCombs − Pope (1994), McDonough (1986), Oxford−Shearin (1994), Pintrich (2003), Pintrich − Schunk (2002), Scheidecker − Freeman (1999), Schunk et al. (2008), Williams − Burden (1997), Wlodkowski (1986), Wolters (2004) and Zybert (2006, 2012), among others.

Sections on motivation can be found in the majority of ELT teacher training coursebooks e.g. Brown (2000), Cranmer (1996), Chambers (1999), Larson (2009), Leaver et al. (2005), Leibling and Prior (2005), Lightbown and Spada (1993), Komorowska (2005) or Ur (2009), among others.

Motivation is the force that drives the human effort in its quest to achieve the desired objectives and determines their outcome (Zybert 2012: 103). The questions of “why” (the choice of a particular action), “how hard” (the effort expended on it) and “how long” (the persistence with it) someone will pursue...

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