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
https://doi.org/10.1075/resla.15019.kho
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