Cover not available
Article published In:
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 31:1 (2018) ► pp.159–196

Does the adapted version of The Amazing Race (AVOTAR) benefit Spanish language learning among technical students?

An empirical study

| Universiti Kuala Lumpur
| Taylor’s University
| Universiti Kuala Lumpur
| Aula Cervantes de Seattle, USA

Students’ lack of interest and motivation in language learning has long been the focus of language scholars and researchers. In the Malaysian Technical and Vocational Education and Training (TVET) context, this concern has posed many practical challenges particularly to the foreign language teachers. This study proposes a teaching innovation adapted from the popular reality television program, The Amazing Race, to instill and promote interest in learning Spanish among the technical students. The study on the Adapted Version of The Amazing Race (AVOTAR) was conducted using a quantitative dominant mixed methods approach in a technical university where Spanish language is a compulsory subject. The quantitative findings show that AVOTAR improves learners’ linguistic performance especially in the areas of vocabulary and reading comprehension while the qualitative findings indicate that AVOTAR helps increase learners’ motivation. This may contribute useful insights to address the challenges and improve the curriculum and instruction of foreign languages.

Keywords: foreign language learning, reality TV, The Amazing Race, teaching innovation, Technical and Vocational Education and Training (TVET)
Article outline
  • 1.Introduction
    • 1.1Conceptualizing innovation in Spanish language teaching
    • 1.2Theoretical framework
    • 1.3Objective and significance of the study
  • 2.Research methodology
    • 2.1Research targets
    • 2.2Treatment and instruments
      • 2.2.1Treatment
      • 2.2.2Instruments
    • 2.3Procedures
      • 2.3.1Sampling
      • 2.3.2Pretest and posttest
      • 2.3.3AVOTAR intervention
      • 2.3.4Interviews
      • 2.3.5Result analyses
  • 3.Results and discussion
    • 3.1Quantitative findings
      • 3.1.1AVOTAR and learners’ linguistic performance
      • 3.1.2AVOTAR and linguistic skills reinforcement
      • 3.1.3AVOTAR’s effects on learners from different backgrounds
    • 3.2Qualitative findings
      • 3.2.1AVOTAR and student motivation
  • 4.Conclusions
  • References
Published online: 27 August 2018
DOI logo
https://doi.org/10.1075/resla.15019.kho
References
Anderman, E. M., & Midgley, C.
(1997) Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level Schools. Contemporary Educational Psychology 221, 269–298. DOI logoGoogle Scholar
Blake, B., & Pope, T.
(2008) Developmental psychology: Incorporating Piaget’s and Vygotsky’s theories in classrooms. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 59–67.Google Scholar
Bley-Vroman, R.
(1990) The logical problem of foreign language learning. Linguistic Analysis 201, 3–49.Google Scholar
Bresciani, M. J., Oakleaf, M., Kolkhorst, F., Nebeker, C., Barlow, J., Duncan, K., & Hickmott, J.
(2009) Examining design and inter-rater reliability of a rubric measuring research quality across multiple disciplines. Practical Assessment, Research & Evaluation, 14(12). Retrieved from [URL]
Bruner, J.
(1985) Vygotsky: A historical and conceptual perspective. In J. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 21–34). Cambridge: Cambridge University Press.Google Scholar
Cabrera Méndez, M. L.
(2011) Diversidad en el aula [Diversity in the classroom]. Revista Digital Innovación y Experiencias Educativas, 41(87). Retrieved from [URL]
Cáceres Hernández, J. J.
(2007) Conceptos básicos de estadística para ciencias sociales [Basic statistical concepts for social sciences]. Madrid: Delta Publicaciones.Google Scholar
Chamot, A. U.
(2004) Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching, 1(1), 14–26. Retrieved from [URL]
Chen, I. J.
(2005) Using games to promote communicative skills in language learning. The Internet TESL Journal, XI(2). Retrieved from [URL]
Clark, D.
(2004) Testing programming skills with multiple choice questions. Informatics in Education, 3(2), 161–178. DOI logoGoogle Scholar
Collins, K. M. T., Onwuegbuzie, A. J., & Jiao, Q. G.
(2007) A mixed methods investigation of mixed methods sampling designs in social and health science research. Journal of Mixed Methods Research, 1(3), 267–294. DOI logoGoogle Scholar
Dörnyei, Z.
(1998) Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. DOI logoGoogle Scholar
(2001) New themes and approaches in second language motivation research. Annual Review of Applied Linguistics 211, 43–59. DOI logoGoogle Scholar
Economic and Social Research Council
(2012) ESRC Framework for Research Ethics (FRE) 2010: Updated September 2012. Retrieved from [URL]
Farrokhi, F., & Mahmoudi-Hamidabad, A.
(2012) Rethinking convenience sampling: Defining quality criteria. Theory and Practice in Language Studies, 2(4), 784–792. DOI logoGoogle Scholar
Gabillon, Z.
(2005) L2 leaner’s beliefs: An overview. Journal of Language and Learning, 3(2), 233–260.Google Scholar
Gardner, R. C.
(2005, May) Integrative motivation and second language acquisition. Paper presented at the Canadian Association of Applied Linguistics/Canadian Linguistics Association, London, Canada. Retrieved from the University of Western Ontario website: [URL]
Gokhale, A. A.
(1995) Collaborative learning enhances critical thinking. Journal of Technology Education, 7(1). Retrieved from [URL] DOI logo
Hooghe, M., Stolle, D., Mahéo, V. A., & Vissers, S.
(2010) Why can’t a student be more like an average person? Sampling and attrition effects in social science field and laboratory experiments. Annals of the American Academy of Political and Social Sciences, 628(1), 85–96. DOI logoGoogle Scholar
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A.
(2007) Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. DOI logoGoogle Scholar
Johnson, R. T., & Johnson, D. W.
(1986) Action research: Cooperative learning in the science classroom. Science and Children, 241, 31–32.Google Scholar
(1994) An overview of cooperative learning. In J. S. Thousand, R. A. Villa & A. Nevin (Eds.), Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers (pp. 31–44). Baltimore : P.H. Brookes Pub. Co.Google Scholar
Keller, J.
(2000, February) How to integrate learner motivation planning into lesson planning: The ARCS model approach. Paper presented at the VII Semanario, Santiago, Cuba. Retrieved from [URL]
Khong, H. K. & Cheah, S. W.
(2014, October) A teaching innovation to promote Spanish language learning. Paper presented at the Colloquium of Education, Engineering & Technology (COLEET), Universiti Kuala Lumpur, Kedah, Malaysia.
Krashen, S. D.
(1981) Second language acquisition and second language learning. Oxford: Pergamon Press Inc.Google Scholar
(1982) Principles and practice in second language acquisition. Oxford: Pergamon Press Inc.Google Scholar
Kvale, S.
(1996) Interviews: An introduction to qualitative research interviewing. Thousand Oaks, CA: Sage.Google Scholar
Liubinienė, V.
(2009) Developing listening skills in CLIL. Kalbų Studijos, 151, 89–93.Google Scholar
Lobato Fraile, C.
(2006) El estudio y trabajo autónomo del estudiante [The study and student’s autonomous work]. In M. De Miguel (Dir.), Métodos y Modalidades de enseñanza centradas en el desarrollo de competencias (pp. 191–223). Madrid: Alianza Universidad.Google Scholar
Locke, E. A., & Latham, G. P.
(2002) Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist 571, 705–717. DOI logoGoogle Scholar
(2006) New directions in goal-setting theory. Current Directions in Psychological Science, 15(5), 265–268. DOI logoGoogle Scholar
Lozano, G., & Ruiz Campillo, J. P.
(1996) Criterios para el diseño y la evaluación de materiales comunicativos [Criteria for the design and evaluation of communicative materials]. Monográficos marcoELE 91, 127–155.Google Scholar
Manga, A. M.
(2006) El concepto del entorno en la enseñanza-aprendizaje del español como lengua extranjera [The concept of environment in teaching and learning of Spanish as a foreign language]. Tonos Digital 121. Retrieved from [URL]
Martín Peris, E.
(1998) Documentos reales y aprendizaje comunicativo en el aula [Real documents and communicative learning in the classroom]. HIZPIDE: euskalduntze-alfabetatzearen aldizkaria 401, 43–56.Google Scholar
Martínez Vellón, S.
(2006) El español en Malasia. In S. Martínez Vellón (Dir.), Barataria: Apuntes de la cultura española en Malasia Número 0 (pp. 6–9). Kuala Lumpur: Uniprints Marketing Sdn Bhd.Google Scholar
Matos, L., & Lens, W.
(2006) La teoría de orientación a la meta, estrategias de aprendizaje y rendimiento académico en estudiantes de secundaria de Lima [The goal orientation theory, learning strategies and academic performance of high school students in Lima]. Persona 91, 11–30. Retrieved from [URL]
Mead, J. A.
(2006) Survivor and other reality T.V. gameshows: The uses and gratifications perspective on a reality sSub-genre (Master’s thesis). Retrieved from Master’s Theses UW-Whitewater website: [URL]
Nava Olmos, A.
(2009) Elementos a considerar en la motivación de personal en las bibliotecas [Things to consider in motivating librarians]. Retrieved from Universidad Nacional Autónoma de México website: [URL]
Nussbaum, M., Alvarez, C., McFarlane, A., Gomez, F., Claro, S., & Radovic, D.
(2009) Technology as small group face-to-face collaborative scaffolding. Computers & Education, 521, 147–153. DOI logoGoogle Scholar
Oblinger, D. G.
(2006) Games and learning. EDUCAUSE Quarterly, 29(3), 5–7. Retrieved from [URL]
Prabhu, N. S.
(1990) There is no best method – Why? TESOL Quarterly, 24(2), 161–176. DOI logoGoogle Scholar
Radosevich, D. J., Allyn, M. R., & Yun, S.
(2007) Goal orientation and goal setting: Predicting Performance by integrating four-factor goal orientation theory with goal setting processes. Seoul Journal of Business, 13(1), 21–47. DOI logoGoogle Scholar
Riba, C., Torcal, M., & Morales, L.
(2010) Estrategias para aumentar la tasa de respuesta y los resultados de la encuesta social europea en España [Strategies to increase the response rate and the results of European Social Survey in Spain]. Revista Internacional de Sociología, 68(3), 603–635. Retrieved from [URL]
Saint-Mont, U.
(2015) Randomization does not help much, comparability does. PloS one, 10(7), e0132102. Retrieved from [URL] DOI logo
Subramaniam, P. R.
(2009) Motivational effects of interest on student engagement and learning in physical erucation: A review. International Journal of Physical Education, 46(2), 11–19.Google Scholar
Teddlie, C., & Yu, F.
(2007) Mixed methods sSampling: A typology with examples. Journal of Mixed Methods Research, 1(1), 77–100. DOI logoGoogle Scholar
Tomlinson, B., & Masuhara, H.
(2009) Playing to learn: A review of physical games in second language acquisition. Simulation & Gaming, 40(5), 645–668. DOI logoGoogle Scholar
Turner, D. W., III
(2010) Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 754–760. Retrieved from [URL]
Uzun, L.
(2009) An evaluative checklist for computer games used for foreign language vocabulary learning and practice: VocaWord sample. Novitas-ROYAL, 3(1), 45–59.Google Scholar
Van Lier, L.
(2004) The ecology and semiotics of language learning: A sociocultural perspective. Boston: Kluwer Academic. DOI logoGoogle Scholar
Vázquez López, M.
(2009) Aplicaciones prácticas del enfoque por tareas [Practical applications of task-based approach]. Monográficos marcoELE 91, 237–262. Retrieved from [URL]
Vygotsky, L.
(1978) Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.Google Scholar
Wagaba, W.
(2010) Foreign language teaching and learning: Challenges and opportunities at Makerere University. Stellenbosch Papers in Linguistics PLUS 401, 95–109. DOI logoGoogle Scholar
Wang, B.
(2009) Motivation and language learning. Asian Social Science, 5(1), 98–100. DOI logoGoogle Scholar
Wesely, P. M.
(2012) Learner attitudes, perceptions, and beliefs in language learning. Foreign Language Annals, 45 (s1), s98–s117. DOI logoGoogle Scholar
Williams, M., & Burden, R.
(1997) Psychology for language teachers. Cambridge: Cambridge University Press.Google Scholar
Yeaton, W. H., & Sechrest, L.
(1986) Use and misuse of no-difference findings in eliminating threats to validity. Evaluation Review, 10(6), 836–852. DOI logoGoogle Scholar
Zubairi, A. M., & Sarudin, I. H.
(2009) Motivation to learn a foreign language in Malaysia. GEMA Online Journal of Language Studies, 9(2), 73–87. Retrieved from [URL]