Exploring the Motivation of Pupils towards the Implementation of QR Codes in Pronunciation Learning

Abstract

The implementation of Quick Response (QR) codes in education has become increasingly popular. Previous studies proved that it can increase the motivation of pupils in learning. Hence, this research investigates the difference of pupils’ motivation levels in learning pronunciation after the implementation of QR codes. We examine the motivation of pupils in terms of four aspects: interest, competence, perceived choice and sense of belonging. Accordingly, we propose a QR code model, which is linked to Google Forms that contain audio recordings for pronunciation practice. With the proposed QR code activity, the pupils can record their versions of audio recordings of pronunciation and submit to their teacher for feedback. The participants are 90 year 4 pupils from a sub-urban Chinese primary school in Johor. We employ a pre-experimental research design in this research. We collect our data by using 2 research instruments: survey questionnaires and observation checklist. We administer the survey questionnaires before and after the implementation of QR codes to find out the changes in the motivation of pupils. We also utilise an observation checklist to examine the attitude of the participants during the implementation of QR codes in pronunciation learning. The findings of this research reveal a significant change in the pupils’ motivation towards the implementation of QR codes in pronunciation learning. Specifically, we find an increment of motivation in learning pronunciation as the pupils show interests in learning.

Received: 6 October 2020 / Accepted: 12 December 2020 / Published: 17 January 2021