Enhancing learner motivation by adapting strategies from the ARCS model: experience from Chinese online course design and teaching

Abstract

Abstract Compared with traditional language teaching in a face-to-face setting, online language teaching elicits new challenges that require instructors to adopt new strategies when designing and delivering online courses. One of the challenges, according to our literature review (Cull, S., Reed, D., & Kirk, K. (2010, June 23–25, 28–29). Student motivation and engagement in online courses [Workshop session]. In Teaching geoscience online – a workshop for digital faculty, Virtual workshop. https://serc.carleton.edu/NAGTWorkshops/online/motivation.html) and our instructors’ observations of online Chinese courses, was that college students suffered from loss of learning motivation, which impacted their learning experiences and outcomes, resulting in a downhill, vicious cycle. This paper discusses various adaptations that we designed to improve learner motivation by applying Keller’s ARCS model (Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional-design theories and models: An overview of their current status (pp. 383–434). Lawrence Erlbaum Associates, Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. Aspects of Educational Technology, 17, 140–145, Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2–10, Keller, J. M. (2010). Motivational design for learning and performance. Springer) during the process of (re)designing online Chinese courses from 2018 to 2020. Among many theories and models of learner motivation, Keller’s ARCS model stands out with its focus on instructional design, with four main practical categories: attention; relevance; confidence and satisfaction. This model further provides detailed subcategories for improving learner motivation, e.g., increasing variations in course material layout to capture students’ interest and providing real-time, encouraging feedback to enhance students’ beliefs in their competence. Our contextualised discussion of the ARCS model will benefit teachers and course designers seeking to enhance learner motivation in their online courses.