Speaker
Description
This presentation examines “Trigger Sessions” that integrate language and culture using audiovisual media to enhance motivation. The proposed instructional design facilitates the internalization of abstract cultural concepts through multimodal input. Based on data from Thai JFL learners using anime as a case, the study demonstrates how this approach stimulates noticing and boosts motivation toward media-based learning. These strategies address challenges in acquiring complex cultural vocabulary, suggesting a potential pathway for autonomous learning.
Abstract section 3: Content/method
This study analyzed quantitative and qualitative survey data from 129 university JFL learners in Thailand across two separate sessions. The instructional design followed four stages: (1) Motivation (anime-based trigger), (2) Noticing (decoding cultural motifs), (3) Comprehension (multimodal input), and (4) Cognitive internalization (concept analysis). Questionnaires utilizing Likert scales and open-ended items measured interest, perceived effectiveness, vocabulary comprehension, and retention. The analysis explored how anime's visual and contextual cues facilitated the acquisition of complex cultural meanings.
Abstract section 2: Contribution/research questions
This presentation focuses on the transition from input to cognitive internalization within the five-stage vocabulary learning model (Matsui & Morioka, 2025). It examines how an anime-based approach enhances motivation, addressing two research questions:
1. Can Trigger Sessions facilitate comprehension and retention of vocabulary denoting abstract cultural concepts among novice-to-intermediate JFL learners?
2. Can a multimodal session stimulate "noticing" (Schmidt, 1990) of embedded cultural meanings, thereby boosting motivation for autonomous learning?
Abstract section 4: Outcomes/results
Results confirmed the model’s effectiveness across all stages. Specifically, 97.7% of learners agreed anime reflects traditional values, indicating its role as a cognitive bridge. Linguistically, 94.6% reported deepened vocabulary comprehension and 90.7% noted improved retention, confirming high efficacy for novice-to-intermediate levels. Furthermore, 98.4% expressed strong interest, with 67.4% rating the method “highly effective”—suggesting a motivational shift toward identified regulation (SDT). Notably, negative responses across all metrics were under 1%. Ultimately, findings suggest these Trigger Sessions provide an effective pedagogical framework that stimulates cultural curiosity and guides learners toward autonomous learning.
Abstract section 1: Relevance
The inseparability of language and culture in foreign language education is widely acknowledged (Kramsch, 1995). Acquiring vocabulary denoting cultural concepts requires moving beyond denotations to culturally grounded connotations (Omar, 2012). Using JFL as a case, this study proposes one-shot “Trigger Sessions” to stimulate motivation and support vocabulary learning. Grounded in Self-Determination Theory (Deci & Ryan, 2012), it examines how a multimodal approach—integrating visual, auditory, and affective experiences—facilitates motivational shifts toward identified regulation. By linking pop-cultural media with traditional concepts, this approach enables learners to internalize complex values, thereby supporting sustained language learning.
Abstract section 5: References
Deci, E. L., & Ryan, R. M. (2012). Self-determination theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 416–436). Sage Publications Ltd.
Kramsch, C. (1995). The cultural component of language teaching. Language, Culture and Curriculum, 8(2), 83–92.
Matsui, N., & Morioka, C. (2025). From pop culture to traditional culture: Proposing a learning process linking cultural understanding and language acquisition. Studies in Comparative Culture, 161, 67–77.
Omar, Y. Z. (2012). The challenges of denotative and connotative meaning for second-language learners. ETC: A Review of General Semantics, 69(3), 324–351.
Schmidt, R. W. (1990). The role of consciousness in second language learning. Applied Linguistics, 11(2), 129–158.
| Title | Boosting Motivation via Media-based Trigger Sessions |
|---|---|
| Teaching Context | College and university education |