Main Article Content

Abstract

Background:
Numerous positive gains have been reported on the use of technology in language learning. The current survey of published journal articles reveals a lack of research on its integration to language teaching and learning in graduate language classrooms in EFL settings. In this study, the use of QR codes in the graduate EFL classroom has been investigated concerning its relatedness to affective language learning attributes (herein referred to as ALLAs) including anxiety, engagement, motivation, self-esteem, among others during the lesson on the process of writing. Three objectives were sought (1) to know students’ perceptions on ALLAs before and after the use of QR codes, (2) to establish the relationship between students’ perceived ALLAs and language performance, and (3) to understand specific situations that trigger positive or negative reactions.

Methodology:
The students were asked to indicate their perceptions concerning ALLAs by using a survey questionnaire before and after the activity. They were also asked to do the QR codes activity to create an essay outline. Further, an open-ended questionnaire was provided to indicate their negative or positive reactions to specific situations during the QR-coded activity.

Findings:
Results suggest the following (1) there are significant differences in the students’ perceived ALLAs before and after the activity, (2), there is a significant positive correlation between ALLAs and language performance, and (3) twelve specific situations were found to provoke dynamic ALLAs reactions.

Conclusion:
It is suggested that the use of available technological innovations must be introduced to graduate language teachers as its impacts on ALLAs are overwhelmingly beneficial.

Keywords

affective language learning attributes QR Codes graduate EFL classroom technology

Article Details

How to Cite
BalintagC. M., & WilangJ. D. (2020). QR Codes Utilization in EFL Classroom: Affective Language Learning Attributes in Writing. Script Journal: Journal of Linguistics and English Teaching, 5(1), 1-13. https://doi.org/10.24903/sj.v5i1.425

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