Using Photostory, MovieMaker and Voki to Motivate Danish Upper Secondary Students to Learn German Language and Culture: An Empirical Qualitative Study of Students’ Perceived Intrinsic Motivation

Lisbet Pals Svendsen, Margrethe Mondahl, Ahmad Zaki Faizi

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    Foreign language and culture learning suffers from a bad image in Danish Upper Secondary schools and German is not an exception. It means that the majority of Danish Upper Secondary school students are not particularly interested in learning the language. Therefore, intrinsic motivation plays a pivotal role in German language and culture learning in Denmark. One didactic initiative proposed to remedy the lack of intrinsic motivation is the introduction of various ICT (Information and Communication Technology) tools. This is the background for the research described in this article. Our study which was conducted on the basis of semi-structured focus group interviews with n=50 high school students and n=2 high school teachers shows that the ICT tools Photostory, MovieMaker and Voki indeed have an influence on students’ perceived intrinsic motivation in connection with German language and culture learning. Depending on the nature of the tool, our thematic analysis indicates that such tools facilitate different aspects of perceived intrinsic motivation. Still, our study shows that the tools have a limited effect on perceived intrinsic motivation, unless they are addressed and used strategically in the proper pedagogical context.
    Original languageEnglish
    JournalLæring og Medier
    Issue number12
    Number of pages20
    Publication statusPublished - 2014


    • Photostory
    • MovieMaker
    • Voki
    • Perceived intrinsic motivation
    • German language and culture learning

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