The Effect of ARCS Instructional Model on Law College Students' Willingness to Communicate and Their Achievement in English Language
DOI:
https://doi.org/10.23813/FA/29/2/21Keywords:
ARCS model, willingness to communicateAbstract
The readiness and willingness to communicate in a foreign language has become a skill which is highly evaluated and required for the ESP(English for specific purposes) students nowadays due to the fact that students' success in their achievement relies on their eagerness to communicate in the English class. Accordingly, it is necessary for teachers to adopt teaching models that are effective and motivational. This study is designed to find out the effect of employing ARCS motivational model on Law students' willingness to communicate as well as their achievement in English class. One hundred and twenty participants from college of law, for the academic year 2022-2023, are assigned to represent the sample in this experimental study (60 for the experimental group and 60 for the control group). After conducting the experiment, collecting data and statistically analyzing results, it has been shown that the ARCS model is effective to foster communication and improve students' achievement in English language class.
References
References
Bukhari,S., Cheng, X., & Khan, S. (2015). Willingness to Communicate as a Second Language: A Case Study of Pakistani Undergraduate. Journal of Education and Practice, 6(29), 39- 44.
Clark-Carter, D. (2004). Quantitative psychological research: A students' handbook. Psychology Press.
Derakhshon, A., Pishyhadam, R., & Mystkowska- Wiertelak, A. (2022). The Role of Teacher Interpersonal Variables in Students' Academic Engagement, Success, and Motivation. Frontiers Media SA.
DeWild,V. & Goriot, C. (2022). Second Language Learning Before Adulthood. DeGrayter.
Enesi, M., Vrapi, F., & Trifoni, A. (2021). ESP Challenges of Teaching and Learning English Language for ESP Courses. Journal of Educational and Social Research, 11(4), 213-226.
Hariyanto, H., Soetarno, J., Joko, N., & Gunarhadi, G. (2019). Correlation of Learning Motivation Based on ARCS Model With English Achievement of Midwifery Students. Lingua Culture, 13(3), 161- 166.
Hashimoto, Y. (2002). Motivation and Willingness to Communicate as Predictors of Reported L2 Use: The Japanese ESL Context. Second Language Studies, 20(2), 29- 70.
Juan- Garau, M. & Salazar- Naguera, J. (2015). Content- Based Language Learning in Multilingual Educational Environments. Springer.
Kang, S. (2005). Dynamic Emergence of Situational Willingness to Communicate in a Second Language. System, 33(2), 277- 292.
Keller, J.M. (2009). Motivational Design for Learning and Performance. The ARCS Model Approach. Springer.
King, J. (2016). The Dynamic Interplay Between Context and the Language Learner. Palgrave Macmillan.
Kumar, R. (2010). Research Methodology: A Step- by- Step Guide for Beginners. SAGE Publication.
Lamp, M., Csizer, K., Henry, A., & Ryan, S. (2019). The Palgrave Handbook of Motivation for Language Learning. Springer.
Lao, T. L. (2020). The Relationship Between ESL Learners Motivation, Willingness to Communicate, Perceived Competence, and Frequency of L2 Use. Creative Common Attribution License, 36-56.
Nikitina, L. L. & Woo, W. S. (2022). Second Language Motivation and Willingness to Communicate: A Moderate Mediation Model of Psychological Shyness. Linguistics Vang Vard, 8(1), 225- 235.
Pawlak, M. & Mystkowska- Wiertelak, A. (2017). Willingness to Communicate in Instructed Second Language Acquisition: Combining Macro- and Micro- Perspective. Bristol: Channel View Publication.
Pawlak, M. (2021). Investigating Individual Learner Differences in Second Language Learning. Springer.
Qu, K. (2023). The Connection Between Willingness to Communicate and Academic Performance. DOI: 10. 4236/ojml,2023 134030.
Riskayani, S. & Hafid, H. (2022). The Effectiveness of ARCS ( Attention, Relevance, Confidence and Satisfaction) Model to Improve Students' Listening Comprehension. English Language Teaching Methodology, 2(2), 98- 103.
Salkind, N. & Rasmussen, K. (2010). Encyclopedia of research design. SAGE Publication.
Seel, N. (2012). Encyclopedia of the sciences of learning. Springer.
Seel, N. M., Lehmann, T., Blumschein, P., & Podolskiy, O. (2017). Instructional Design for Learning: Theoretical Foundation. Sense Publisher.
Small, R. & Arnone , M. (2002). Make a Pat for Success. Designing Effective Information Presentations. Folkestone: Scarecrow Press.
Stefaniac, J. E. (2023). Advanced Instructional Design Techniques: Theories and Strategies for Complex Learning. Taylor & Frances.
Sylvia, Sulistyo, G., Arsyad, S. (2020).. Willingness to Communicate in a Foreign Language: the Factors Affecting Students With a High Ability in the Higher Education Classroom. International Journal of Innovation, Creativity and Change, 11(10), 37- 52.
Vovides, Y. & Lemus, L. (2019). Optimizing Instructional Design Methods in Higher Education. IGI Global.
Wachob, P. (2009). Power in the EFL Classroom: Critical Pedagogy in the Middle East. Cambridge Scholars Publisher.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 https://creativecommons.org/licenses/by/4.0/
This work is licensed under a Creative Commons Attribution 4.0 International License.
