| On the basis of the previous research of SDT and ESDT, this study investigates the influence of integrated multimedia classroom environment (IMCE) on the Chinese non-English majors through longitudinal quasi-experimental study, particularly, on the perceived competence and perceived autonomy under Chinese teaching environment, integrating qualitative research (classroom observation, interview) and quantitative research (data analysis). The ultimate purpose of the study is to investigate whether the IMCE will lead to the variance in intrinsic motivation to learning. What variance will be presented and what causes the variance? To ensure credibility and validity, this study used surveys and individual study as the supplement. As questionnaires are used extensively in both qualitative research and quantitative research (Liu Runqing, 1999), the study adopted structured questionnaire, which was modified and advanced according to the trial. The items of the questionnaire were quantified, which is helpful to quantitative analysis. The subjects were asked to respond in a written way based on the five categories: Background information, Self cognizance, Learning strategy tendency, Attitude to IMCE, Feedback. On the one hand, the author investigated the abstract concept-intrinsic motivation for learning with the help of questionnaire and standard test, collecting and analyzing the feedback, motivation and effect of self access learning, learning strategies, and test score, which is beneficial to the investigation of the variance of the learners' intrinsic motivation to learning under IMCE; on the other hand, the author analyzed the development and tendency of the intrinsic motivation through classroom observation and interview.The subjects (all of them are freshmen) are from the same school of a key university. Female and male EFL non-English majors (N = 100). The subjects were divided into experimental group (50) and Control group (50) respectively. The scores of College Entrance Examination and Placement Test indicate that the learners are at the same level. Both groups have the similar age span and proportion of male to female, using the same teaching materials. The same teacher taught the groups under different teaching environments.Statistics show that learners under IMCE had higher intrinsic motivation to learning and higher scores. The result was proved by classroom observations and interviews as well. This study is not only helpful to the investigation of intrinsic motivation to learning under IMCE, but also provides the L2 educators with further understanding of SLA.The thesis consists of seven chapters. Chapter One outlines the background of the research, literature review, purpose of and the organization of the thesis. Chapter Two offers rationale and definition of the key words, including self-determination theory (SDT), intrinsic motivation in EFL learning and extrinsic motivation in EFL learning, differences between intrinsic and extrinsic motivations, introducing integrated multimedia classroom environment. Chapter Three to Chapter Six is the focus of our case study. Chapter Three aims to describe the design of the study in details. Chapter Four introduces the research methodology. Chapter Five investigates and analyzes the results of the study. Chapter Six focuses on the discussion. Chapter Seven summarizes the present research, pointing out the original findings as well as its shortcomings, and offering some general views regarding studies of intrinsic motivation with a future line of research suggested.It is hoped that the study will attract more attention to the investigation of intrinsic motivation and hence facilitate the study and cultivation of L2 intrinsic motivation continuously. |
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