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"Every student at Daejin should have honed his foreign language skills and should be able to operate a computer as if it were a pencil."--Dr. Chung, Tae-soo, President of Daejin University, 1998

Gardner and Lambert (1959) first demonstrated that motivation was related to achievement in second language acquisition (SLA), and many prominent theories of SLA include motivation as a major factor of success (see Tyson, 1994). Almost from the beginning of the use of computer-assisted language learning (CALL), it has often been suggested that use of computers in language teaching would somehow motivate learners to acquire language faster and with less effort, largely just because computers are thought to be "fun" or "exciting."

Some early studies suggested that use of word processing and computer communications (see Moore & Karabenick, 1992) in native-language writing classes for native speakers of English, among other things, increased motivation as well as the students' attitudes toward writing in general, and sometimes encouraged students to write and revise more. More recently many authors have suggested that the use of e-mail (e.g., Bauman, 1998; Kellogg, 1998; Muehleisen, 1997; Singhal, 1997) and the World Wide Web (WWW) (e.g., Brightwell, 1998; Muehleisen, 1997; Savoie, 1997; Shawback & Yamashita, 1999; Shin & Park, 1997; Singhal, 1997; Soranasathaporn, Chantarasorn, & Roshong, 1999; Trokeloshvili & Jost, 1997; Warschauer, 1997) in language teaching provides motivation to learners. For example, according to some of these authors, use of computers can motivate students to "use computers in realistic, authentic situations" (Singhal, 1997), read more outside of class (Soranasathaporn, Chantarasorn, & Roshong, 1999), learn about the culture of the speakers of the language they are studying (Shawback & Yamashita, 1999), take more pride in their writing (Savoie, 1997), use the Internet as "a platform for their own work" (Singhal, 1997), and so on. Muehleisen (1997) perhaps sums up the reasoning for the enthusiasm expressed by these and many other authors when he says that computers are "still a relatively new (and thus exciting) experience, so students are eager to use computers in class."

Many authors, however, have warned of disadvantages of using computers in the classroom such as "technical glitches [that] can lead to frustration" (Trokeloshvili & Jost, 1997) or "the 'bells and whistles' of CALL [that may] have a short-lived motivational effect . . . [and] quickly lose their novelty and even become annoying" (Church, 1988, p. 38). Even authors that are generally positive about the motivational effects of computers in the classroom (e.g., Chen, 1996) warn against "rushing into CALL without solid evidence of its benefits." Shetzer (1998, p. 13), therefore, wisely calls for further research and discussion of the use of computers in language classrooms:

[T]o judge the effectiveness of computer-assisted language learning (CALL) we first need to research, analyze, and discuss the different approaches and teaching techniques that exist for using computers in classroom settings and then discuss what is considered to be effective practice to encourage language acquisition.

2. Participants and Research Methods

The major data for this study were collected from fourteen junior English majors, eight females and six males, enrolled in an elective course entitled Advanced English Composition in the Department of English Language and Literature at Daejin University during the fall semester of 1998. Class activities included discussion of reading assignments and possible composition topics, a variety of prewriting activities, in-class writing, presentations and speeches, and peer and self-editing exercises. In addition to a number of shorter in-class and homework assignments, students were required to write three longer essays of about 2-3 typewritten pages each and present one of them as a speech to the class. Each of the longer assignments involved writing at least three separate drafts.

The three major assignments included a personal essay, a speech, and an opinion essay. The final writing assignment for the course was a "reflective" essay in which students were asked to respond to the following prompt in a 1-2 page essay written in just one draft: "Reflect on the work you have done for this class and write a short essay about what you have learned this semester about writing and, especially, how you write." As a final project, students were asked to revise one or more of their assignments for "publication" in a class collection of essays.1

The outline of the course described so far in the last paragraph is virtually the same as advanced writing courses I have taught at Daejin University and several other universities in Korea and the United States over the past ten years or so. In this course, however, I introduced a number of activities involving use of computers for the first time, including the following:

1. Each student was required to have an e-mail account and to submit a number of assignments by e-mail.

2. Most of the course assignments and handouts were placed on my personal web site. Although all materials were also given to the students in written form, they were strongly encouraged to access the assignments on the site because links to additional information and sample compositions were often included there that were not on the paper version.

3. Each student developed an Internet "home page" that included, as a minimum, a self-introduction and copies of the three major essay assignments. In addition, most of the students also added photographs of themselves along with written descriptions, and some added other pieces of writing, links to other sites, etc. Because of the lack of time and suitable facilities, rather than teaching the students to create their own Web pages, they usually e-mailed their work to me, and I simply pasted it onto their home pages for them.2

4. There were two additional Internet assignments: (1) to visit several home pages created by other college students in Korea and Japan and fill out a report about the contents of the sites and what they liked most about them, and (2) to search for on-line articles or web sites that were related to the topics of their third essay assignment (an "opinion essay") so that links to them could be included along with the essays on their home pages.
 

First, students completed two anonymous questionnaires. The beginning-of-semester questionnaire (see Appendix A), which was completed by all fourteen students on the first day of class, asked students to supply information about their prior use of computers as well as their attitudes toward the use of certain computer activities in a writing class. The end-of-semester questionnaire (see Appendix B) was completed by thirteen of the students on the last class meeting of the semester, and asked students to give their opinions about the various activities and assignments completed during the semester as well as to comment on what reasons motivated them to "work harder or spend more time" on their assignments for the class.

Second, all fourteen students' reflective essays (described above) were analyzed to discover which class activities and assignments students specifically mentioned as being most "helpful" or "useful" during the semester when they responded to an open-ended question about what they had learned from the class. Unlike the questionnaires, which were anonymous, this gave me a chance to match the comments with my own observations of individual students during the semester and provided a different type of insight. These results were also compared to the results of an earlier study of a similar class at another university in Korea in which no computer activities were used (Tyson, 1997, 1998).

Finally, a number of other ethnographically-oriented techniques were used. Additional insights were gained from e-mail messages exchanged with students, students' actual written work including prewriting and preliminary and final drafts of assignments, informal conversations with individual students and groups of students during the semester, and observations made during my own participation in class activities and discussions.
 

3. Analysis of the Questionnaires

The beginning-of-semester questionnaire was intended to elicit information about the students' experience with computers as well as some of their expectations for the course. Analysis shows that while most (79%) reported having computers at home, only four (29%) had a personal e-mail address and none knew how to create a Web page. Although all students reported using computers for word processing in both Korean and English (they were all English majors) at least "sometimes," exactly half of the students indicated that they used e-mail and the World Wide Web (WWW) "almost never." Only one student claimed to use e-mail "almost every day," and only three used the WWW "often" or "almost every day." In their reflective essays, several students reported having a negative attitude toward computers in general. For example, one female student wrote the following:

I didn't like computers, so I had no interest in doing something related to computers. At first I made my e-mail address and used internet passively and compulsorily. (Student #14)

I became familiar with internet. I made e-mail address and had also my homepage. I had many opportunity of visiting other students' homepages. In addition, I know that other people's homepages are very beautiful and useful, and they also had many ideas to decorate their homepages. So I thought that I would want to make a more beautiful my homepage and am trying to do so. (Student #1)

I became to concern about homepage after I saw student's of other country. If I learn how to make homepage, I'd like to decorate it beautifully. (Student #11)

It has been one month since the beginning of this vacation. I'm learning about Homepage design these days. . . . I will make my own homepage with my own effort. I'm so pleasure. It's very interesting. But somewhat difficult. . . . (Student #2)

I experienced new world of Internet. I who don't know even method of using Internet was helped my writing and practical life. (Student #8)

My essays are in my homepage on the internet. I'm so proud of that though it is not good. If someone visits my homepage, he or she will read my essays. How wonderful that would be! (Student #2)

Also owing to this class, I could make my e-mail address and use internet. I didn't like computers, so I had no interest in doing something related to computers. At first I made my e-mail address and used internet passively and compulsorily. I realized e-mail and internet are interesting soon after that. (Student #14)

The results of this item, however, indicate that most students did consider one of the computer activities completed in the course to be motivating. "Because I knew my essays would appear on my Internet home page" ranked fifth overall, and one student ranked it as the second most important reason while three more chose that reason as their third most important. Only three students (25%) did not include it as a motivating factor at all, and it ranked well ahead of "because I knew other students in the class would read my essays" and "because I knew my essays would be published in our [printed] class collection." Presumably, students realized that their work published on the Internet would be available to a larger "real audience" (Trokeloshvili & Jost, 1997) than that read by other students in class or made available to a limited number of readers in the relatively small number of volumes of the class collection of essays (thirty) that would actually be printed at the end of the semester.

In fact, a number of comments made by students throughout the semester reinforced the suggestion that many of them found publishing their work on the Internet and in the collection of essays motivating, and that it helped them to develop a sense of "audience" for their work beyond the classroom. For example, one student wrote the following in her reflective essay:

I got confidence about writing in English from having my work published on the Internet and the collection of essays. I thought the essays was important more than simple assignments for grades and I was moderately tense, because of those activities. I also got achievement sense about my essays published on the Internet and the collection of essays. (Student #13)

I changed my paper a little so I want to change from old one to this. Have a nice vacation. (Student #1)

TABLE 1. Student-reported reasons to "work harder or spend more time" on their assignments for the class [see Appendix B, Item #25] (N=12)
 

4. Analysis of the Reflective Essays

In order to investigate specifically which types of activities students found most "helpful" or "useful" when the process approach (see Brock, 1994; Caudery, 1995; Pennington, Brock, & Yue, 1995; Proett & Gill, 1986; White & Caminero, 1995) was used to teach writing to Korean university students, Tyson (1997, 1998) asked twenty-four female junior English majors enrolled in an advanced English composition course at a major university in Seoul to write short "reflective essays" at the end of the semester about what they had learned during the semester about writing and the writing process. These essays were analyzed by simply recording the "helpful" or "useful" activities specifically mentioned by at least one student, and then counting the number of students who mentioned each of those activities at least once in her essay. The results of that study are summarized in Table 2.

Table 2 shows that the four activities that the students in that study found most useful were activities often associated with the process approach (Caudery, 1995): (1) writing in multiple drafts; (2) reading the professor's comments and corrections on early drafts; (3) reading other students' essays; and (4) reading other students' comments and corrections on their own essays. Other useful activities mentioned by those students included class and group discussion of topics before writing, preparing to have their work published in a printed class collection of essays, and various types of self-editing and prewriting exercises.
 

TABLE 2. "Helpful" or "Useful" activities specifically mentioned in students' reflective essays when computer activities were not included [Spring 1996; reported in Tyson, 1997, 1998] (N=24)

Rank/Activity/Number (Percentage)
1. Writing multiple drafts   17 (71%)
2. Reading professor's comments   13 (54%)
3. Reading other students' essays   9 (38%)
4. Reading other students' comments (peer-editing)   5 (21%)
5. Class/Group discussion of topic before writing   3 (13%)
6. Preparing for class essay collection   3 (13%)
7. Self-editing exercises   2 (8%)
8. Prewriting exercises   1 (4%)

First, nearly all of the useful activities that appear in Table 2 also appear in Table 3, and approximately in the same order. These students also found writing in multiple drafts, reading the professor's comments, peer-editing (reading both other students' essays and other students' comments), class and group discussion, prewriting exercises, and preparing for the class essay collection to be useful activities. It is especially interesting that the top-rated activity in both studies, "writing multiple drafts," was mentioned by exactly the same very high percentage of students (71%) in both groups, and "reading professor's comments" was mentioned by almost exactly the same percentage of students (54% in the former; 50% in the latter) in both groups.3

In addition, and more importantly to the present research question, however, three of the computer activities introduced into the course were mentioned often by the students. "Using the Internet" in general was mentioned by 57% of the students, "making an Internet home page" by 50% of the students, and "using e-mail" by 43% of the students. Overall then, these three activities ranked second, third, and fifth, respectively, among the "helpful" or "useful" activities included in the students' reflective essays. Specific comments from the essays also indicated that students found the computer activities useful in terms of improving their writing as well as motivating in terms of making the course and assignments more interesting and enjoyable:

I found some information about my subject on internet. There were several titles which served me to think my subject deeply. This process made my thought abundant. (Student #12)

I also learned about Internet and became to have my e-mail. As I did homework, I knew how I look for information in Internet. I was happy to receive letters by e-mail and see my writings in Internet. (Student #11)

Revising my homework several times was very useful for me. Because I could have time to look for materials concerned my essay in internet or magazines, and I could think about my topic deeply. As a result, I could strength my essays with other people's suggestions and materials I found. (Student #7)

TABLE 3. "Helpful" or "Useful" activities specifically mentioned in students' reflective essays when computer activities were included [Fall 1998] (N=14)

Rank/Activity/Number (Percentage)
1. Writing multiple drafts   10 (71%)
2. Using the Internet   8 (57%)
3. Making an Internet home page   7 (50%)
3. Reading professor's comments   7 (50%)
5. Using e-mail   6 (43%)
5. Preparing for speech   6 (43%)
7. Reading other students' comments (peer-editing)   5 (36%)
8. Class/Group discussion of topic before writing   4 (29%)
8. Prewriting exercises   4 (29%)
10. Reading other students' essays   3 (21%)
11. Preparing for class essay collection   2 (14%)
12. Typing assignments in English   1 (7%)

5. Conclusion

Taken together, data from the questionnaires, reflective essays, e-mail notes, and observations presented in this paper strongly suggest that the students who participated in this study were motivated in a number of ways by the use of the limited number of computer activities that were integrated into this advanced writing class. Having their work published on Internet home pages, for example, gave students an authentic audience for their work and created a reason for writing beyond just receiving a good grade. This also had the effect of motivating students to take more interest and pride in both the content and mechanics of their essays which often resulted in more and more careful editing and revisions. Use of e-mail allowed students to communicate easily with the professor outside of class and sometimes motivated them to update and revise even their "final" essays already on their home pages. Finally, although unintended, the computer activities introduced into this class turned out to be an initial introduction to use of e-mail and the World Wide Web for some of the students.

Bauman (1998) points out correctly that "[s]tudents who are in high schools and universities now will spend most of their adult lives in a world of fast, cheap, easy-to-use electronic communication." Singhal (1998, p. 44) gives the following reasonable advice for technology use in language teaching:

While technology should not take over the language classroom, it must be embraced in order to allow educators to do those things which they are unable to do themselves, or those which will improve what is currently being done in the classroom.

NOTES

1. The students' collection of essays, Final Essay #?, is also available on-line at: <http://english.daejin.ac.kr/~rtyson/students/finalessay/index.html>.

2. The students' home pages are available at: <http://english.daejin.ac.kr/~rtyson/fall98/students3/index.html>.

3. This finding seems to lend support to the suggestion that Korean university students do appreciate and benefit from many of the activities usually associated with the process approach (Tyson, 1997, 1998), in spite of the fact that it has often been argued that an emphasis on grammatical correctness is more appropriate for the Korean situation (e.g., Kong, 1996).
 

REFERENCES

Bauman, J. (1998). Using e-mail with your students. The Language Teacher, 22(2). <http://langue.hyper.chuba.ac.jp/jalt/pub/tlt/98/feb/bauman.html>

Brightwell, G. (1998). Writing up research: Using an on-line course to make classroom teaching more learner-centered. ThaiTESOL Conference Proceedings 1998, 3-4.

Brock, M. (1994). Reflections on change: Implementing the process approach in Hong Kong. RELC Journal, 25(2), 51-70.

Caudery, T. (1995). What the "process approach" means to practising teachers of second language writing skills. TESL-EJ, 1(4), 1-16.

Chen, J. F. (1996). CALL is not a hammer and not every teaching problem is a nail! The Internet TESL Journal, 2(7). <http://www.aitech.ac.jp/~iteslj/Articles/Chen-CALL.html>

Church, D. M. (1988, September). On the use of carrots and sticks in CALL. CALICO Journal, 37-45.

Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13(4), 266-272.

Johnson, D. M., (1992). Approaches to research in second language learning. New York & London: Longman.

Kong, N.-H. (1996). The communicative approach in Korean college English. English Teaching, 51(1), 97-118.

Kellogg, G. (1998). Language learning through e-mail. ThaiTESOL Conference Proceedings 1998, 33-34.

Moore, M. A., & Karabenick, S. A. (1992). The effects of computer communications on the reading and writing performance of fifth-grade students. Computers in Human Behavior, 8, 27-38.

Muehleisen, V. (1997). Projects using the Internet in college English classes. The Internet TESL Journal, 3(6). <http://www.aitech.ac.jp/~iteslj/Lessons/Muehleisen-Projects.html>

Pennington, M. C., Brock, M. N., & Yue, F. (1996). Explaining Hong Kong students' response to process writing: An exploration of causes and outcomes. Journal of Second Language Writing, 5(3), 227-252.

Proett, J., & Gill, K. (1986). The writing process in action: A handbook for teachers. Urbana, IL: National Council of Teachers of English.

Savoie, J. (1997). Computer assisted language learning (CALL): "The computer generated newsletter." TESL Contact, 23(2), 15-20.

Shawback, M. J., & Yamashita, M. (1999). A stepping stone for learning culture: The World Wide Web in EFL classrooms. ThaiTESOL Conference Proceedings 1999, 66-67.

Shetzer, H. (1998). Documenting CALL approaches through action research and critical reflection. TESOL Matters, 8(4), 13.

Shin, G., & Park, J. (1997). Internet use in college English classrooms. Proceedings of the 1997 Korea TESOL Conference, 141-149.

Singhal, M. (1997). The Internet and foreign language education: Benefits and challenges. The Internet TESL Journal, 3(6). <http://www.aitech.ac.jp/~iteslj/Articles/Singhal-Internet.html>

Singhal, M. (1998). Computer mediated communication (CMC): Technology for enhancing foreign language/culture education. The English Teacher, 2(3), 36-45.

Soranasathaporn, S., Chantarasorn, A., & Roshong, K. M. (1999). EFL students in the new millennium: Outside readings via the Internet. ThaiTESOL Conference Proceedings 1999, 68.

Trokeloshvili, D. A., & Jost, N. H. (1997). The Internet and foreign language instruction: Practice and discussion. The Internet TESL Journal, 3(8). <http://www.aitech.ac.jp/~iteslj/Articles/Trokeloshvili-Internet.html>

Tyson, R. E. (1994). Motivation and computer assisted language learning. Studies on East-West Cultures, 2, 137-146.

Tyson, R. E. (1997). Motivation, self-confidence, and the process approach in Korean university writing classes. Paper presented at the 1997 National Korea TESOL Conference in Kyungju, October 3-5, 1997.

Tyson, R. E. (1998). Increasing motivation and confidence in Asian university-level EFL writers. Paper presented at the 18th Annual Thailand TESOL International Conference in Hat Yai, Songkhla, January 22-24, 1998.

White, A. S., & Caminero, R. (1995). Using process writing as a learning tool in the foreign language class. The Canadian Modern Language Review, 51(2), 323-329.

Warschauer, M., & Whittaker, P. F. (1997). The Internet for English teaching: Guidelines for teachers. The Internet TESL Journal, 3(10). <http://www.aitech.ac.jp/~iteslj/Articles/Warschauer-Internet.html>
 
 

APPENDIX A
Beginning-of-semester Questionnaire, N=14

1. I am a:
Freshman Sophomore Junior Senior
(0) (0) (14)(0)

2. I am:
Female Male
(8) (6)

3. Do you have a computer at home?
Yes No
(11) (2) [No response=1]

4. Do you have an e-mail address?
Yes No
(4) (10)

5. Do you know how to make a Web page (home page)?
Yes No
(0) (14)

6. Compared to my classmates, I speak English:
Very poorly 1 2 3 4 5 Very well
(2) (4) (5)(3)(0)[=2.64]

7. Compared to my classmates, I understand spoken English:
Very poorly 1 2 3 4 5 Very well
(0) (3) (7)(3)(1)[=3.14]

8. Compared to my classmates, I write English:
Very poorly 1 2 3 4 5 Very well
(1) (3) (8)(2)(0)[=2.79]

9. Compared to my classmates, I read English:
Very poorly 1 2 3 4 5 Very well
(0) (3) (7)(4)(0)[=3.07]

10. I use a word processor for typing in Korean:
Almost never 1 2 3 4 5 Almost every day
(0) (0) (6)(5)(3)[=3.79]

11. I use a word processor for typing in English:
Almost never 1 2 3 4 5 Almost every day
(0) (6) (5)(3)(0)[=2.79]

12. I use e-mail:
Almost never 1 2 3 4 5 Almost every day
(7) (4) (2)(0)(1)[=1.86]

13. I use the World Wide Web:
Almost never 1 2 3 4 5 Almost every day
(7) (3) (1)(1)(2)[=2.14]

14. Typing my homework in English for this class will be:
Very easy 1 2 3 4 5 Very difficult
(1) (3) (9)(1)(0)[=2.71]

Very boring 1 2 3 4 5 Very interesting
(0) (0) (5)(8)(1)[=3.71]

Not very useful 1 2 3 4 5 Very useful
(0) (1) (1)(6)(6)[=4.21]

15. I think this class will be:
Very easy 1 2 3 4 5 Very difficult
(0) (0) (7)(4)(1)[=3.57]

Very boring 1 2 3 4 5 Very interesting
(0) (2) (3)(8)(1)[=4.07]

Not very useful 1 2 3 4 5 Very useful
(0) (0) (0)(5)(9)[=4.64]

16. Making an Internet home page for this class will be:
Very easy 1 2 3 4 5 Very difficult
(0) (0) (7)(4)(3)[=3.71]

Very boring 1 2 3 4 5 Very interesting
(0) (0) (5)(6)(3)[=3.86]

Not very useful 1 2 3 4 5 Very useful
(1) (0) (3)(5)(5)[=3.93]
 
 

APPENDIX B
End-of-semester Questionnaire, N=13

1. I am a:
Freshman Sophomore Junior Senior
(0) (0) (13)(0)

2. I am:
Female Male
(7) (6)

3. Do you have a computer at home?
Yes No
(11) (2)

4. Do you have an e-mail address?
Yes No
(13) (0)

5. Do you know how to make a Web page (home page)?
Yes No
(1) (12)

6. Compared to my classmates, I speak English:
Very poorly 1 2 3 4 5 Very well
(0) (4) (7)(2)(0)[=2.85]

7. Compared to my classmates, I understand spoken English:
Very poorly 1 2 3 4 5 Very well
(0) (1) (7)(5)(0)[=3.31]

8. Compared to my classmates, I write English:
Very poorly 1 2 3 4 5 Very well
(0) (2) (7)(4)(0)[=3.15]

9. Compared to my classmates, I read English:
Very poorly 1 2 3 4 5 Very well
(0) (1) (4)(7)(1)[=3.62]

10. I use a word processor for typing in Korean:
Almost never 1 2 3 4 5 Almost every day
(0) (0) (2)(5)(6)[=4.31]

11. I use a word processor for typing in English:
Almost never 1 2 3 4 5 Almost every day
(0) (0) (4)(8)(1)[=3.77]

12. I use e-mail:
Almost never 1 2 3 4 5 Almost every day
(0) (1) (6)(2)(4)[=3.69]

13. I use the World Wide Web:
Almost never 1 2 3 4 5 Almost every day
(0) (0) (7)(4)(2)[=3.62]

14. Typing my homework in English for this class was:
Very easy 1 2 3 4 5 Very difficult
(3) (3) (6)(1)(0)[=2.38]

Very boring 1 2 3 4 5 Very interesting
(0) (0) (5)(5)(3)[=3.85]

Not very useful 1 2 3 4 5 Very useful
(0) (0) (0)(8)(5)[=4.38]

15. I think this class was:
Very easy 1 2 3 4 5 Very difficult
(0) (1) (5)(6)(1)[=3.54]

Very boring 1 2 3 4 5 Very interesting
(0) (0) (5)(7)(1)[=3.69]

Not very useful 1 2 3 4 5 Very useful
(0) (0) (0)(7)(6)[=4.46]

16. Making an Internet home page for this class was:
Very easy 1 2 3 4 5 Very difficult
(0) (0) (5)(5)(3)[=3.84]

Very boring 1 2 3 4 5 Very interesting
(0) (0) (3)(4)(6)[=4.23]

Not very useful 1 2 3 4 5 Very useful
(0) (0) (2)(5)(6)[=4.31]

How did you feel about the following assignments? (#17-21)

17. Writing a Personal Essay
Very easy 1 2 3 4 5 Very difficult
(1) (2) (7)(3)(0)[=2.92]

Very boring 1 2 3 4 5 Very interesting
(0) (0) (2)(9)(2)[=4.00]

Not very useful 1 2 3 4 5 Very useful
(0) (0) (1)(10)(2)[=4.08]

18. Writing a Speech
Very easy 1 2 3 4 5 Very difficult
(0) (0) (7)(4)(5)[=3.62]

Very boring 1 2 3 4 5 Very interesting
(0) (0) (3)(9)(1)[=3.85]

Not very useful 1 2 3 4 5 Very useful
(0) (0) (1)(5)(7)[=4.46]

19. Making a Speech in Class
Very easy 1 2 3 4 5 Very difficult
(0) (1) (0)(6)(6)[=4.31]

Very boring 1 2 3 4 5 Very interesting
(0) (0) (2)(7)(4)[=4.15]

Not very useful 1 2 3 4 5 Very useful
(0) (0) (1)(4)(8)[=4.54]

20. Writing an Opinion Essay
Very easy 1 2 3 4 5 Very difficult
(0) (0) (6)(6)(1)[=3.62]

Very boring 1 2 3 4 5 Very interesting
(0) (1) (1)(11)(0)[=3.77]

Not very useful 1 2 3 4 5 Very useful
(0) (0) (0)(7)(6)[=4.46]

21. Publishing a Class Collection of Essays
Very easy 1 2 3 4 5 Very difficult
(1) (2) (5)(5)(0)[=3.08]

Very boring 1 2 3 4 5 Very interesting
(0)(0)(2)(6)(5)[=4.23]

Not very useful 1 2 3 4 5 Very useful
(0) (0) (0)(7)(6)[=4.46]

22. About how many times did you visit your professor's home page this semester?
Never 1-5 times 6-10 times 11-15 times More than 15 times
(0) (6) (4)(2)(1)

23. About how many times did you visit your own home page this semester?
Never 1-5 times 6-10 times 11-15 times More than 15 times
(0) (6) (2)(5)(0)

24. About how many times did you visit any of your classmates' home pages this semester?
Never 1-5 times 6-10 times 11-15 times More than 15 times
(0) (7) (6)(0)(0)

25. Which of the following reasons motivated you to work harder or spend more time on your assignments for this class? Please rank the reasons. (Write "1" next to the most important, "2" next to the second most important, "3" next to the third most important, etc. Write "X" next to any reason that did not motivate you at all.)

_____ Because I knew my professor would read my essays. [=57]
_____ Because I hoped my essays would be published in a newspaper, etc. [=15]
_____ Because I thought what I learned in this class would help me get a job. [=49]
_____ Because I knew my essays would appear on my Internet home page. [=44]
_____ Because I wanted to improve my English ability. [=83]
_____ Because I knew my essays would be published in our class collection. [=26]
_____ Because I wanted to get a good grade in the class. [=70]
_____ Because I knew other students in the class would read my essays. [=32]

Please list any other reasons that motivated you to work harder or spend more time on your assignments for this class:

Other reasons listed:

"Because I knew my English composition ability was poor."
"I wanted to do my best in this class."
"By writing assignments, I'd like to feel confidence."
"I want to challenge English writing."
"Because I'd like to attach to wall of professor." (i.e., "I'd like the professor to display my work on the bulletin board on the wall outside his office.")