Abstract:

This paper indicates the satisfaction of learners who go through the ICT experience. Almost 80 percent of learners are satisfied of this extensive and intensive reading material system in and out of class. This 80 percent includes learners that may be motivated or unmotivated to learn English. Some of them really want to acquire English, and it is easy for facilitators to drive and increase their motivations using the system. On the other hand, the learners that do not have any motivation makes it harder for the facilitators to spark their motivation in the first place, but these learners get gradually attracted to the system itself, if not the English.

The greatest impact on the students’ motivation is their own grade. It is only natural that they would be more motivated to do well on this system if it takes up a high ratio of the entire class evaluation. They would feel the importance of the system to their grade and try to work harder. However, the system cannot be set at a higher percentage than 60 percent since this would cause students to disregard the other evaluation sectors. This would lead to students skipping class and intentionally doing less on other sectors.

Another great influence on their motivation is their “instrumental” motivation. Learners love using electronic devices anytime and anywhere. They would jump at all the new handy and useful software applications and tools when they get a chance. This reading material system that can be used in and out of class is accessible by the learners’ smartphones and computers whenever and wherever they want, resulting in seamless studying.

In the classroom, the facilitators would run the reading material system tailored for the class. The students would be asked to answer multiple questions based on the content of the article in the extensive reading materials, using iPods in class. The system collects their answers immediately, and simultaneously displays the ratio of their answers on the facilitator’s screen. The students show interest to their answers. Moreover, they are eager to identify why their answers were correct or wrong. These questions and answers make the students interested in the content of the article. In class, facilitators intensively explain vocabularies, derivatives and sentence structures on the same reading materials that they have read extensively just before.

Thus, this seamless studying system in extensive and intensive reading on the internet causes the learners’ interest and satisfaction. They get familiarized with the devices, since the application screen in class displays the same screen as what they usually see on their devices. It allows students to lower their affective filters in class, though they still need to be aware in class to answer the questions. Therefore, this system provides learners with the most effective circumstances in extensive and intensive reading.

Keywords:

Second Language Acquisition, CAI on the Internet, Extensive and Intensive Reading on the World Wide Web.