Affective aspects of student authoring for foreign language learning

Abstract

This study compares the attitude toward instruction of two groups of participants: control subjects who used a multimedia instructional module for French created by the researcher, and experimental subjects who created their own module. Quantitative data did not yield statistically significant differences in their attitudes. In the light of additional qualitative data, possible reasons for this result are discussed: high level of satisfaction with the novelty of instruction for both groups; computer problems, lack of adequate orientation, lack of real outlet for the module and difficulty of the texts for the experimental group. Included are conclusions and recommendations for further research.