Abstract:

Promote ESL students’ motivation to learn English is one of the most prominent academic problems. The absence of academic motivation can lead to feelings of frustration and discontentment and can encumber productivity and well-being. The goal of this study is to know how students’ motivation in learning English of technical students at Kazan National Research Technical University named after A.N.Tupolev - KAI. This study used descriptive realia using method. Realia is just another way to say materials that are created with native speakers in mind. ESL students don’t like doing things that are pointless. Mobile-Assisted Language Learning (MALL) has offered significant opportunities for learning English. As realia we applied mobile phones and apps in the classroom of engineering students of 2nd year of study.

The research group consisted of 80 engineering students from Kazan National Research Technical University in Russia attending English classes (average age 19 years). The research problem was the assessment of a relationship between the increasing level of language and the use of a mobile application. The second one was to choose the best apps for developing foundational skills of language learning (reading, writing, speaking and listening). We have analyzed such apps as Palfish, Cambly and FluentU. Comparative analysis of students’ using these apps showed that 13% prefer Palfish due to its English video chat, 17% prefer Cambly because they can monitor their progress, 2% not to use any app and 68% prefer FluentU as the super motivator.

The data was carried out by using a questionnaire of students’ motivation (an interview had five questions) and generalized.

The data were processed in the percentage and descriptive explanation. The main findings described that the learners are entirety highly motivated. Based on this study’s findings, students actively engage in a learning activity for only about half the time they are scheduled to be in school. Students lack motivation to achieve academically because they make faulty attributions and do not recognize the importance of the aspects of their own motivation to achieve academically. The results of the study showed that students’ motivation will increase if they see that their efforts are helping them make progress towards a goal.

The main findings are that the students’ perceptions on the application of wireless hand services in the context of learning English are very positive. The result is the positive impact – 26,7% increase in grammar tests attainment as compared to previous test result The majority of the students indicated their willingness to become the users of such mobile phone training offered. The findings should assist teachers in designing the system that allows an effective methodology to learn a foreign language using mobile phones. This study also reveals the need of more smartphone apps designed for these goals which are still lacking, despite the increasing needs from the users.

Keywords:

Mobile-Assisted Language Learning, higher education, learning activity, technical students, learning tasks.