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Cheng, Wing-yu, and 鄭穎瑜. "Motivating language learners: effects of motivational strategies on student motivation in Chinese foreignlanguage classroom." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365701.
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The objective of this study is to investigate the effects of teacher motivational strategies on student motivational behavior in Chinese Foreign Language classroom. Specifically, the study attempted to explore the relationship between motivational strategies and student actual classroom behavior and students preference on motivational strategies in enhancing student motivational behavior.
The participants were three Chinese foreign language teachers and their Year 8 classes (78 pupils) of the two lowest levels class of Chinese in the school. The study was conducted during the second and third term of the 2010-2011 academic year in an international school in Hong Kong.
Using a MOLT observation scheme, a check list of motivated practices, five classes of each teacher were observed to gather data on their motivated behaviors in their classroom. Post lesson interview was also conducted with the students after the observed lessons.
It is revealed that teacher motivated practice is associated with student motivational behavior and that Activity-Design-related practices are more prominent factors. On the other hand, it is also discovered that effective motivated practice are varied according to teachers i.e. how teachers employ the strategies in class and the learning environment they provided for students. In short, the findings of the study might provide teacher insights on effective practices that enhance student motivated behavior and implications on classroom practice other that motivational strategies.published_or_final_version
Education
Master
Master of Education
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Sampson, Richard James. "Classroom Application of the L2 Motivational Self System – A Complex Systems Theory Approach." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/365925.
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It is well documented that Japanese students of English as a foreign language (EFL) often struggle to find meaning in their learning. In a field dominated by quantitative studies on motivation and demotivation, few studies have examined how strategies that connect learning to self-concept might have positive effects on motivation from students’ perspectives. Similarly, whilst many recent studies have explored the L2 Motivational Self System, a notion of language learner motivation built around the interaction between learners’ self-concepts and the environment (Dörnyei, 2009a), few have focused on the application of this model to improving educators’ understanding of the classroom learning experience and improving its quality.
This research approaches the study of classroom EFL learner motivation from a complex systems perspective. Working from the lived experience of the participants, it uses action research methods to explore the dynamic conditions operating in the foreign language classroom. Complex systems theory is used as a lens through which to examine the interplay between learner-internal and -external elements and their effects on motivation. Drawing on contemporary psychological research into the use of possible selves as a powerful motivational tool, this study investigates the ways classroom environments involving activities that connect learning to future self might encourage students to articulate the complex conditions affecting their motivation to learn English.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Education and Professional Studies
Arts, Education and Law
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Abdul, Razak Noor Zainab. "Motivational factors and learners' strategies in the English as a second language classroom at Universiti Teknologi Malaysia with special reference to computer assisted language learning." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/1174.
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The aim of this study is to investigate the motivational orientations affecting ESL learers in learing English and to identify learners' learning strategies when dealing with CALL instruction at Universiti Teknologi Malaysia. Specifically, the study seeks to investigate: Cl) Motivational orientations when learning English in a conventional classroom, (2) Motivational orientations when learning English in a CALL classroom, and (3) Learners' strategies when learing English using computers. The data for the study were collected using two research tools: questionnaires and interviews. Two types of analyses, that is a Crosstabs and a Chi- Square tests were applied to the data. This thesis is divided into six chapters. Chapter One presents the research context of the study. It also describes the significance of the study by addressing major questions concerning students' motivation when learning English at UTM. Chapter Two reviews the literatue on motivational orientations and learning strategies to put the study in the broader research context. Chapter Three describes the sampling, research instruments and data collection procedures employed in the present study. Chapter Four analyses and presents the findings in relation to students' motivational orientations when learning English in a conventional classroom and in a CALL classroom. Chapter Five describes the findings in respect of students' learning strategies specifically when dealing with CALL tasks. Chapter Six presents a summary of the major research findings and ilustrates how the findings of the investigation relate to previous research findings. The chapter also indicates the implications of the findings for pedagogy, discusses the study limitations, and finally offers suggestions for future research. The research results provide evidence that students put effort into learning English, showed a positive attitude, a strong desire, low anxiety, and high expectations when learning English using computers. The results also show that students used a wide range of strategies when working with computers, that is, metacognitive, affective, cognitive and social strategies. Based on the results of the study, the recommendation is made that if CALL is to be integrated in the English language curriculum at UTM, students' motivational orientations and learing strategies should be considered for effective teaching and learning.
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Chan, Tat Wah Edmond. "A case study on the motivational pattern of learning ESL in S.W.C.S. Chan Pak Sha School-- in application to self access learning." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/348.
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Lau, Foon Kwan. "A study of language anxiety and motivational intensity in learning English as a second language in Hong Kong secondary school." HKBU Institutional Repository, 2004. http://repository.hkbu.edu.hk/etd_ra/555.
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Rhodes, Christy Michele. "Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4568.
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Abstract
The purpose of this study was to describe the culturally responsive teaching practices of adult education ESOL and EAP teachers in the state of Florida. Using Ginsberg and Wlodkowski's Motivational Framework for Culturally Responsive Teaching, an online survey of 17 teaching practices was developed and validated. In the survey, participants assessed how frequently they used each practice and how important they believed each practice was to their teaching on 5-point frequency scales. The sampling frame consisted of teachers from 15 colleges, 2 universities, 8 school districts, and Bay Area Regional TESOL (BART) and resulted in 134 responses.
Results indicated that the most frequently used practice was "provide rubrics and progress reports to students" (M = 4.26), followed closely by "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.24). The least frequently used practice was "include lessons about anti-immigrant discrimination or bias" (M = 2.51), followed by "students work independently, selecting their own learning activities" (M = 2.76).
Also, results indicated that the two most important practices were "provide rubrics and progress reports to students" (M = 4.13) and "elicit students' experiences in pre-reading and pre-listening activities" (M = 4.13). Five culturally responsive teaching practices were perceived to be the least important. They were "include lessons about anti-immigrant discrimination or bias" (M = 2.58), "learn words in students' native languages" (M = 2.89), "ask for student input when planning lessons and activities" (M = 2.90), "students work independently, selecting their own learning activities" (M = 2.91), and "encourage students to speak their native language with their children" (M = 2.96).
This study revealed a trend of adult education ESOL and EAP teachers' regular use of culturally responsive teaching practices. These findings add to the limited knowledge of how teachers in ethnically and linguistically heterogeneous classrooms create and support a learning environment for all learners.
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Nseendi, Lubasa N'Ti. "Motivation and perseverance in language learning : materials for speakers of other languages." Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019592/.
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Wen, Tao-Chih. "The Role of Motivation in Second Language Pronunciation." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4829/.
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This thesis investigates the phonological ability of exceptional second language (L2) learners of English and their levels of motivation. This study is the first of its kind to do a large-scale examination of L2 learners whose first languages (L1s) do not belong to the same Indo-European language family as English. Fifteen non-native speakers (NNSs) of English filled out a questionnaire and produced four speech samples, including a picture description task, paragraph reading task, sentence reading and word reading task. Fifteen native speaker (NS) controls also produced the same speech samples. Four NSs judged all participants' accents. Six NNSs scored as highly as NSs on some of the speech segments using a 2-standard deviation (SD) cut-off point. There was no significant correlation between their scores on pronunciation and motivation.
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Eaton, Rachel Marie. "Effects of Peer-Tutoring on Language Attitudes, Maintenance, and Motivation Among 31 Native and Heritage Spanish-Speaking Adolescents at a Utah Valley High School." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7490.
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This 16-week long, observational study examined the effects of Spanish peer-tutoring on first language attitudes, maintenance, and motivation among native and heritage Spanish-speaking adolescents. In this study, 31 high school students from two ‘Spanish for Native and Heritage Speakers" classes peer-tutored second-year Spanish learners for an average of fifty minutes per week. The native/heritage Spanish-speaking students took a pre and post language attitudes, maintenance, and motivation survey and they completed two reflections during the course of the study. The native/heritage Spanish-speaking participants demonstrated a significant positive increase in language attitudes towards their native language, they also reported increased motivation to speak Spanish with friends and family after participating as peer tutors for their native language. There was no significant change in time spent in first language maintenance activities, namely: listening, reading, writing, and viewing in Spanish.
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Gayton, Angela Mary. "Native English speakers' investment in foreign language learning : what role do gender and socioeconomic status play?" Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9765.
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Rhetoric about the ‘crisis’ state of language learning in predominantly Anglophone countries is nothing new, given the widely-held belief about English having ‘global lingua franca’ status. Similarly long-standing are notions of language learning being a particularly gendered or classed activity, specifically, one that is perceived as being appropriate for female, and middle-class, pupils. This thesis explores the extent of the role played by notions of gender and class in the formation of language-learning attitudes among native speakers of the ‘global’ language, through a mixed qualitative methodology. Providing some context to the issue of language-learning attitudes in Scotland is textual analysis of news articles and political party manifestos, to ascertain the nature of media reporting, and claimed political commitment, to foreign language education. Against this background, case studies of four urban secondary schools are built up, using textual analysis of their publicly available promotional literature, classroom observation, and interviews with pupils, classroom teachers and members of senior management. Schools were chosen specifically to represent a range of socioeconomic backgrounds, as well as both mixed- and single-sex environments, in order to probe the aforementioned stereotyped notions attached to these two variables, as they relate to language-learning attitudes. Influencing the methodological approach is Norton’s (1995; 2000; 2008) ‘investment’ framework, which has pushed conceptualisations of language-learning motivation forward beyond simple dichotomies, such as ‘integrative versus instrumental’. I re-adapt her framework to better suit the specific context of native speakers of the ‘global’ language embarking upon foreign, rather than second, language learning. This study makes a contribution to knowledge in three separate areas of research literature, namely, language-learning attitudes and motivation among speakers of English (which as yet has been little explored, at least in comparison to motivation theories developed specifically for those learning English as an L2); the role of gender in the formation of language-learning attitudes; and the role of socioeconomic status in the same context, and also its influence on attitudes towards education more generally. Among the key findings are the importance of placing an emphasis on enjoyment of language learning for native English speakers, given the general lack of imperative felt by most; gendered notions attached to different areas of the curriculum, including modern foreign languages (for example, language learning is a ‘girlie’ subject), do exist, but are less pervasive than is suggested by much of the previous literature; the role played by socioeconomic status, however, appears much more influential, and teachers’ expectations of pupils in this regard can exercise a significant impact on a child’s language-learning motivation.
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Aspeling, Lara Lee. "The influence of gratitude journalling on the motivation and English language proficiency of young adult isiXhosa speakers." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6788.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: The scientific study of gratitude is one of the topics currently researched by the emergent positive psychology movement, which seeks to understand more about the very best in human beings. Studies in psychology have found that gratitude and other positive emotions in the workplace seem to be linked to motivation, which in turn results in increased productivity. Much research in second language (L2) acquisition has shown a link between increased motivation and improved levels of L2 proficiency. My thesis aims to link these two types of research, by investigating the effect of gratitude journalling on isiXhosa-speaking students at a South African university of technology, in respect of their motivation to improve their English, their attitude towards English, and their English language proficiency. I also attempt to determine whether the language in which the journalling is done has any impact. I developed several tasks for my participants, in order to ascertain their attitudes towards English, their motivation to improve their English, and their English proficiency. These tasks took the form of surveys and questionnaires, which were completed before and after a journalling intervention. The intervention was in the form of journalling online, using the university's e-Learning Centre's WebCT application. The participants were divided into four groups: factual journalling in English; factual journalling in isiXhosa; gratitude journalling in English; gratitude journalling in isiXhosa. They were asked to write two to three sentences in their online journals on five out of every seven days for the period of one month. In line with the findings of previous research conducted with isiXhosa learners, the results of my investigations showed that these isiXhosa students had a fairly positive attitude towards English to begin with. No significant changes in attitudes towards English, motivation to improve English, or English proficiency, were noted among any of the four groups of journallers pre- versus post-intervention. It makes sense intuitively that gratitude journalling should increase the motivation and thus the proficiency of isiXhosa learners in English. However, in retrospect, I realise that it was somewhat ambitious to expect to see a change in English language proficiency over the period of just one month. If my participants had experienced enhanced levels of motivation as a result of the gratitude journalling (in English and/or in isiXhosa), their proficiency in English might have increased over time. However, the gratitude journalling seems not to have had an impact on the attitude towards English/motivation to improve English of these third-year isiXhosa university students. Whatever the effect might have been of the gratitude journalling in these young adults' lives, it is not reflected directly in the results of my study. Perhaps future research on the impact of gratitude journalling in the lives of university students could be conducted, using larger samples of participants, and extending the intervention over a longer period of time.
AFRIKAANSE OPSOMMING: Die wetenskaplike bestudering van dankbaarheid is een van die onderwerpe wat deesdae nagevors word deur die opkomende positiewe sielkunde beweging, wat daarna streef om meer te wete te kom oor die heel beste eienskappe van die mens. Ondersoeke in sielkunde het gevind dat dankbaarheid en ander positiewe emosies in die werksituasie gekoppel skyn te wees aan motivering, wat weer op sy beurt lei tot verhoogde produktiwiteit. Baie navorsing in tweedetaal(T2-)verwerwing het 'n verband gevind tussen verhoogde motivering en verhoogde vlakke van T2-vaardigheid. Hierdie tesis poog om hierdie twee tipes navorsing te verbind, deur ondersoek in te stel na die invloed van die hou van 'n dankbaarheidsjoernaal op die motivering en houding teenoor Engels en die Engelse vaardigheidsvlakke van isiXhosa-sprekende studente aan 'n Suid-Afrikaanse universiteit van tegnologie. My doel was om vas te stel of die hou van 'n dankbaarheidsjoernaal hierdie leerders sou kon help om hul motiveringsvlakke te verhoog en daarom indirek hulle vaardigheid in Engels, en om vas te stel of die taal waarin die joernaal gehou word enige impak sou hê. Ek het verskeie take ontwerp vir my deelnemers, om sodoende vas te stel wat hulle houding teenoor Engels was, sowel as hulle motivering om hul Engels te verbeter, en hulle Engelse vaardigheidsvlak. Hierdie take het opnames en vraelyste behels wat voltooi is voor en na 'n joernaal-hou intervensie. Die intervensie het behels dat die deelnemers aanlyn 'n joernaal moes hou en ek het gebruik gemaak van die universiteit se e-leer sentrum se WebCT. Die deelnemers is in vier groepe verdeel: feitelike joernaal in Engels; feitelike joernaal in isiXhosa; dankbaarheidsjoernaal in Engels; dankbaarheidsjoernaal in isiXhosa. Hulle is gevra om vir een maand lank twee of drie sinne in hulle aanlynjoernale te skryf op vyf uit elke sewe dae. In aansluiting by die bevindinge van vorige navorsing op isiXhosa-sprekende leerders, het die resultate van my ondersoek daarop gedui dat hierdie isiXhosa studente 'n relatief positiewe houding teenoor Engels gehad het, nog voor die intervensie. Geen beduidende verskille in houdings teenoor Engels, motivering om Engels te verbeter, of Engelse vaardigheid is gevind vir enige van die vier groepe toe pre-intervensie en post-intervensie prestasie met mekaar vergelyk is nie. Dit maak intuïtief sin dat die hou van 'n dankbaarheidsjoernaal deur T2-leerders sou lei tot verhoogde motivering en daarom tot verhoogde vaardigheidsvlakke in Engels. Agterna beskou, besef ek egter dat dit effens ambisieus van my was om te verwag om 'n verandering in Engelse vaardigheidsvlakke te sien binne een maand. Miskien sou my deelnemers se vaardigheidsvlakke in Engels met verloop van tyd verbeter het indien hulle wel verhoogde motivering ervaar het as gevolg van die hou van 'n dankbaarheidsjoernaal (in Engels en/of isiXhosa). Die dankbaarheidsjoernale skyn egter geen impak te gehad het op die houding teenoor Engels / motivering om Engels te verbeter by hierdie derde-jaar isiXhosa universiteitstudente nie. Watter effek die hou van 'n dankbaarheidsjoernaal ookal gehad het in die lewens van hierdie jong volwassenes, dit word nie gereflekteer in die resultate van my studie nie. Miskien sou verdere navorsing gedoen kon word oor die impak van dankbaarheidsjoernale in die lewens van universiteitstudente, met groter steekproewe en 'n langer intervensietydperk.
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Fau, Blimming Erik. "The Aragonese resistance : A qualitative study on the attitudes and motivations of new speakers of an endangered language in Zaragoza." Thesis, Uppsala universitet, Institutionen för lingvistik och filologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-387414.
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While the number of Aragonese speakers is in steady decline in the rural areas of Spain where it was traditionally spoken, the efforts of grassroots movements since the end of Franco’s dictatorship in 1975 have contributed to create a community of new speakers in Aragon’s largest cities, mostly thanks to courses for adults organized by cultural associations. The capital, Zaragoza, which has been practically monolingual for centuries, after Spanish became the language of power and prestige in the 15th century, is now home to several thousand Aragonese speakers. Despite their growing importance, very little research has been done on the views and experiences of these individuals. Drawing on data from focus groups and interviews, the aim of this thesis is to analyze their language ideologies, motivations, frustrations, political engagements, language use and challenges. Hopefully, this information will be valuable in the design of an effective language policy in the future.
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Shibuya, Kazuro. "The development of L2 motivation of Japanese learners of English as a foreign language." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609133.
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Lee, Chi Wah. "Motivation and learning strategies of successful and unsuccessful EFL learners in Hong Kong primary schools." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/410.
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Pickett, Martin Douglas. "In a situation where enormous numbers learn English for international communication, what are the motivations for English mother-tongue speakers to learn other languages?" Thesis, University of Portsmouth, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523585.
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In the UK foreign language learning at school and university is in decline. There is general agreement that there exists a widespread perception that foreign languages are neither useful nor profitable for English mother-tongue speakers. However, the European Union and the UK Government promote the idea of multilingualism and linguistic diversity in an attempt to maintain the capacity in the population. Nevertheless, one has to be motivated to expend effort for an outcome which generally is poorly rewarded. It is interesting, therefore, to know why certain adults learn or improve their competence in a foreign language when Europeans are increasingly learning English as a lingua franca. What is the motivation of such learners? The research investigates the motivation of 1,000 English mother-tongue speakers who are enthusiastic learners of various European languages. The study seeks to discriminate between the micro-level (i.e. individual learning), meso-level (i.e., educational infrastructure) and the macro-level (i.e., the influence of Europe and globalisation). The data acquired reveals the very complex reasons for this learning. Drawing from previous studies of motivation in industry, educational research and other psychological investigations, the inquiry takes a fresh look at diverse variables suggesting that certain factors and trends are evident which will be of use to language policy makers in the European Union, Canada and the United States as they attempt to maintain diversity within the foreign language curriculum. What are the reasons for language learning and are there certain profiles of language learners?.
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Guinn-Collins, Shannon. "Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/191.
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The present study examined a hypothesized relationship between the following variables: intrinsic and extrinsic motivation as described by Self-Determination Theory (Deci & Ryan, 1985), integrative and instrumental orientation (Gardner & Lambert, 1972), attitudes toward pronunciation, and accent in English-speaking late learners of Japanese. Data collection occurred in two steps: First, English-speaking participants completed three questionnaires designed to measure their motivation and attitudes toward pronunciation; they then provided speech samples in Japanese. Native speakers of Japanese then rated these speech samples holistically on a scale of 1 to 5, with 1 indicating a strong foreign accent, and 5 indicating a native accent. Scores on the questionnaires were then correlated with the accent ratings. None of the English-speaking participants were judged as native or near-native speakers of Japanese. However, results demonstrated a significant positive correlation between ratings of accent and two variables: Intrinsic Motivation Toward Accomplishment and attitudes toward pronunciation. The statistical analysis also revealed a positive correlation between integrative and instrumental orientation and extrinsic motivation, suggesting a relationship between measures of orientation and extrinsic motivation as well. These results highlight the importance of including Self-Determination Theory in the area of second/foreign language acquisition research, as well as clarifying the role of motivation and attitudes toward pronunciation in the present context of late learners of Japanese.
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Wong, Ming Har Ruth. "Motivation and English attainment : a comparative study of newly arrived Hong Kong students and locally born Hong Kong students." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/382.
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Seki, Taeko. "Attitudes to and motivation for learning English in Japan." Thesis, University of Stirling, 2004. http://hdl.handle.net/1893/60.
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The aim of this research is to determine Japanese first-year university students’ attitudes to and motivation for learning English. A successful English-language education system is crucial for Japan, under great pressure to internationalise during her most prolonged recession ever. To help make the education system successful, knowledge of learners’ attitudes and motivation is essential. Chapter 1 discusses Japan as a stage for English-language education. Japan is identified as uniquely homogenous and insular. Internationalisation of industry and a drop in the college-age population forcing universities to compete for students are identified as recent phenomena driving reform in the English-language education system. Chapter 2 describes the roughly 130-year history of Japanese English-language education from first contact to the present day. Changes in the English-language education policies of successive Japanese governments are discussed through examination of the Ministry of Education ‘Course of Study’ guidelines. Chapter 3 surveys the theoretical literature on attitudes and motivation in foreign and second language learning. Significant and relevant empirical research from Japan and other countries is reviewed. Chapter 4 determines an approach to the main research question through a number of subsidiary questions, using the theoretical framework from Chapter 3. A detailed research design (methods, schedule, and data collection procedures) is drawn up and discussed. Chapter 5 presents and analyses the findings of the two questionnaires which form the main data collection method. The computer program SPSS is used in analysis. Chapter 6 presents and analyses the findings of the two group interviews and two individual interviews by categorising and descriptive explanation. Chapter 7, the final chapter, reviews the research process and answers the subsidiary and main research questions. Key themes are that Japanese students are highly motivated to learn English for communication, and that the English classes currently offered at universities do not meet the demands of Japanese students. These answers and themes are used as the basis for some recommendations for English-language education in Japan.
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Ragsdale, Ronald Andrew. "Attitudes, Motivations and Expectations of Students and Instructors in an Intensive University ESL Summer Session." PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/3567.
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All international students have specific motivations and expectations when learning English as a Second Language (ESL) in the United States, and recognizing the diversity of those motivations and expectations is the first step toward providing successful second language instruction. This study was designed to elicit the attitudes, expectations and motivations of two unique groups of students studying in the same classes in an ESL summer session at Portland State University (PSU), the preconception of the instructors, and the impressions and evaluations of the program upon its completion by the students, instructors, coordinators and administrators.
A successful curriculum can only be adapted to fit the needs and expectations of those students who share the same needs and hold the same expectations. When the learners fall into disparate groups, with distinct, and perhaps contrary needs, a given curriculum can be only a compromise at best, and a failure for some at the worst. During the summer session at PSU, the Department of Applied Linguistics offers a full range of intensive ESL courses for visiting international students. In the year of this study there were two distinct groups of students enrolled in the Reading/Writing ESL classes. One group was the traditional eclectic mix of international students who for the most part were on an academic track toward eventual enrollment in regular programs at PSU. The other was a group of Japanese students studying at PSU from Otemae College. These two groups of students entered the program with different motivations for studying English and different expectations from the summer program at PSU.
Because the general academic focus of the program was established in advance of the enrollment of most of these students, it was designed to fit the more traditional students' expectations and motivations. The specific expectations and motivations of the Otemae students were not explicitly considered, leaving the real potential for a negative experience. This is a serious consideration for those designing the curriculum for the summer sessions, for the instructors who are given the task of teaching these distinct groups of students, and for the coordinators of the short term programs who must convince their clients of their effectiveness so they will choose PSU again in the future.
Using a semantic-differential survey to assess the students' attitudes, motivations, and expectations, and comparing the results with general demographic data, it was found that the students did indeed separate into two distinct groups with clear differences in motivations and expectations. The Otemae students also formed a large demographic block within the classes which could not be discounted in the lesson plans. Even though the Otemae students had been integrated into the reading and writing classes, these skills were less important to them in the needs analysis portion of the attitude survey than were conversational and pronunciation skills. Reading and writing skills were also rated lower overall by the Otemae students than they were by the traditional students.
These and other factors lend support to the contention that the two groups of students had needs and expectations that were not wholly compatible, which put a strain on the teacher/student relationships as well as on the individual instructors' intended goals. This strain was further verified in instructor interviews, student interviews and in a departmental evaluation at the end of the summer term.
If expectations are not met, or attitudes are not compatible between students and instructors, or motivations are at odds between groups of students, learning can be obstructed, and the experience can be less positive for all concerned. Although the summer session, with Otemae students integrated into the regular classes, went well in the estimation of some, there is convincing evidence that there is need for improvement.
Recommendations for improvement include integrating the Otemae students into speaking and listening classes instead of reading and writing classes, having a curriculum designed with both groups in mind that instructors would have available before the summer term begins, conducting a term by term needs analysis, providing introductory sessions on American classroom style, and attempting to reduce the percentage of Otemae students in any given class by actively recruiting more international ESL students to PSU.
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Chan, Cheng Cheng. "The influence of computer-mediated communication on English learning motivation." Thesis, University of Macau, 2010. http://umaclib3.umac.mo/record=b2456361.
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Cosburn, Ericha. "An exploration of the interaction between English language learning orientation and motivation among marketing students at an FET college." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003418.
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Student motivation in FET colleges in South Africa is generally considered to be underresearched. Seyfried (1998, p. 54) contends that "motivations of participants still receive too little attention in the planning of vocational programmes". In an attempt to explore how motivational variables interact with English language leaming, this mixed-method study focused on FET marketing students studying English as part of their three-year vocational qualification. In the first phase, three focus group discussions were conducted with students from the three levels in the programme - a total of 16 students. These interviews were transcribed and coded according to a theoretical model that was adapted from Domyei's Extended Framework of Motivation (1998). In the second phase, 195 questionnaires were distributed, of which 142 were used in the final analysis. The results of these were indexed according to the theoretical model. Initial data processing enabled the creation of two analytical models for use in data analysis - one to analyse focus group data and the other to analyse questionnaire data. The study found a link between instrumentality, integrativeness, identity and perceived motivational orientations. It was also clear that orientation did not automatically translate into motivation. Another link was found between self-worth, self-efficacy and goal orientation. Perceived L2 competence, self-concept and identity also interacted strongly: participants who saw themselves as most alienated from their culture, also saw themselves as more competent in the L2, than their peers who identified more closely with their own culture. A predictable link was found between linguistic self-confidence, willingness to communicate [WTC] and language use anxiety. What made this finding interesting was that participants seemed to fear being judged by native English speakers to a greater extent than being judged by their peers. Finally some factors emerged as detracting from motivation, while others played a contributing role. While this is to be expected, it was interesting to note which factors fell into which category.
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Park, In-Ryang. "Encouraging motivation using songs and cooperative learning to improve intercultural understanding." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1754.
Full textAbstract:
The purpose of this study is to explore the students' motivation using songs and cooperative learning to improve intercultural understanding and to achieve communicative competence. The target level is the English as a Foreign Language (EFL) intermediate level students in South Korea.
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Yeung, Lai-yin Linda, and 楊麗賢. "A study of bilingual Hong Kong adults with high professional competence in English." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B3675769X.
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Vujisic, Zoran. "The role of achievement motivation on the interlanguage fossilization of middle-aged English-as-a-second-language learners." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003748.
Full textAbstract:
Second language acquisition (SLA) is seldom entirely successful with adult learners. It has been suggested that all second language (L2) learners, in the process of mastering a target language (TL), develop a linguistic system that is self-contained and different from both the learner's native language and the TL. This system is referred to as 'interlanguage' (lL). In the process of SLA, IL evolves into an ever-closer approximation of the TL, and ideally, a learner's IL should continue to advance until it becomes equivalent to the TL. However, it has been observed that somewhere in the L2 learning process, IL may reach one or more plateaus during which the development of the IL is delayed or arrested. A permanent cessation of progress toward the TL is referred to as 'fossilization'. Researchers in SLA agree that motivation is one of the key factors influencing language-learning success and studies suggest that some language learning motivation may be related to the need for achievement. The purpose of this research was to establish if adult ESL learners are aware of fossilization and, to examine if motivation, and more specifically achievement motivation, is a factor in IL fossilization. The participants in this study consisted of 15 ESL learners in Puerto Rico who had at least eight years of formal ESL training. The instrument used to gather information included a questionnaire to obtain demographical and qualifying data, an 'English Language Proficiency Evaluation' to determine levels of IL fossilization, a 'Measure of Achievement Motivation' to ascertain achievement motive, and individual and group interviews in order to ascertain perception(s) regarding the role of motivation on fossilization and perceptions regarding the barriers to achieving TL competency. The research demonstrated that there is a moderate to strong positive relationship between IL fossilization and achievement motivation, i.e., high achievement motive is correlated to TL competency and descending levels of achievement motive are correlated to ascending levels of IL fossilization. The findings have significant implications for both ESL learning and instruction, and suggest that not all IL fossilization may be permanent.
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Jenison, Priscilla Beth. "The role of motivation within an activity system for adults learning English as a second language." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/46.
Full textAbstract:
This project attempts to conceptualize the relationship between the language learner and the social world, developing a comprehensive theory of identity that integrates the language learner and the language learning context, while trying to keep motivation high.
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Lagunas, Silvia Viramontes. "Teacher attitudes and perceptions of limited English proficient students toward academic achievement, motivation and ability." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1566.
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Chung, Jung-Eun. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Using Songs to Increase Participation, Recall, and Enjoyment" and "Using Games for English Language Teaching"." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2678.
Full textAbstract:
As English continues to become the universal language in commercial, educational and social settings worldwide, there is an increasing demand for English language teachers (ELT). While many teachers are native English speakers, many of them lack formal training in pedagogy and content knowledge. One challenge of novice teachers is how to create a learning experience that is both engaging and enjoyable for English language learners. Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) created by Dr. Lynn Henrichsen, is a basic but comprehensive program to provide skills and resources to teachers with limited formal training, time and financial resources. Two of the units of the BTRTESOL program focus on creating positive learning environments through the use of songs and games, thus improving motivation, participation and learning among English language learners. This project details the development of two BTRTESOL units titled "Using Songs to Increase Participation, Recall and Enjoyment" and "Using Games and Other Fun Yet Effective Activities for English Language Teaching." It also explains the rationale for using songs and games to enhance the curricula and provides practical examples for producing enjoyable and effective activities.
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Muniz-Cornejo, Alice Yvette. "Social distance, motivation and other factors contributing to success in language acquisition and achievement among adolescent Mexican immigrants." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2326.
Full textAbstract:
Adolescent immigrant English learners who enter U.S. schools at the secondary level are faced with challenges that distinguish their experience in second language acquisition from that of children and adults. Some of the challenges they face include limited time to acquire academic English proficiencey in reading and writing, difficulty in assimilating into English speaking American culture, and limited programs and services at the secondary level.
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Barzani, Natalia. "La correlación entre la motivación y la competencia lingüística de los estudiantes de español como lengua materna." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100021.
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In view of the scarcity of studies that in Sweden aim to investigate the relationship between motivation and linguistic competence of heritage speakers (Montrul, 2010: 9), the present study has two objectives: (a) examine if motivation, here understood as total motivation, is correlated with language proficiency of Spanish heritage speakers, enrolled in mother tongue classes, and (b) determine whether or not the underlying motivational subtype is decisive for the learning results, in Spanish, achieved by these students. The motivation and linguistic proficiency of 51 students were surveyed through a questionnaire based, in part, on the self-determination theory and a proficiency test divided in two parts: a cloze test and a multiple-choice test. Owing to the limitations of the study, the main group studied consisted of 41 students, who were either born in Sweden or had arrived here before the onset of puberty, defined as an age of more than 11. The analyses showed that only the identified regulation, a more autonomous type of extrinsic motivation, is related to the heritage speakers’ score on the cloze test, hence indicating that the concept of relatedness emphasized by Ryan & Deci (2000) and the value placed on the Spanish language by this group, is linked with the range of their lexical knowledge. Factors that could influence the group’s linguistic proficiency, such as the number of hours spent speaking Spanish each time it was used (more or less than three hours) and the years of residency in a Spanish speaking country, were also investigated. Only the first variable, contact hours, showed a statistical significance; the second variable did not. These findings might lead to the reflection that although parental involvement is crucial, heritage speakers’ linguistic development requires a concerted effort not only by the parents, but also the school and the educational institutions, encouraging students to explore their identity and linguistic background through activities directly related to their own self-perceptions and interests.
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Sacklin, Jennifer Marie. "Identity and Investment in the Community ESL Classroom." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2326.
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After Norton Peirce's (1995, Norton, 2000) groundbreaking work in conceptualizing identity as "multiple, changing, and contradictory," many researchers have explored language learners' identities. However, few studies of identity have been conducted within the "overlooked and understudied" (Mathews-Aydinli, 2008) context of adult community ESL (English as a Second Language), and even fewer studies have focused on LESLLA (low-educated second language and literacy acquisition) learners in mainstream community ESL programs.
This thesis, based on a case study of an adult LESLLA learner in a community ESL class, analyzes how this student's identity, the social context of her life, and the classroom space shaped her investment in participating in the ESL class.
Ethnographic interviews revealed that the participant's investment in language learning was linked to her identity in multiple and contradictory ways: while the participant eventually left the ESL program, her self-identification as 'no preparada' (uneducated) and therefore 'burra' (stupid) seemed to be a motivating challenge, not an insurmountable obstacle, and her sense of investment in language learning remained strong even though her in-class participation was limited.
The results have pedagogical as well as theoretical implications: there is clearly value in engaging learners' lives in the classroom as well as including learners' voices in research to have a clearer recognition of how learners see themselves and their "possible selves" (Dornyei, 2009) to be able to understand the complex factors that underlie their investments in language learning.
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Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.
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This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).
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Heald, Jennifer Margaret. "Using self-directed learning strategies and affective factors in educating adult English learners." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2461.
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The content of this project will serve to demonstrate that ample research connects self-directed learning to more healthy psychological dynamics in language acquisition. It will also show that self-directed learning strategies are practical and effective in teaching a second language.
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Castellanos, Trujillo Jaime Alexander 1988. "O que motiva alunos adultos a aprender inglês como língua estrangeira : um estudo Q." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269439.
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Orientador: Linda Gentry El-DashDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Made available in DSpace on 2018-08-25T20:12:53Z (GMT). No. of bitstreams: 1 CastellanosTrujillo_JaimeAlexander_M.pdf: 1186244 bytes, checksum: b1ab38fb96d6b88868141e755da530e1 (MD5) Previous issue date: 2014
Resumo: Este trabalho apresenta uma investigação acerca das opiniões de alunos brasileiros, adultos, profissionais, que fazem aula particular de inglês sobre o que os motiva a aprender a língua inglesa como LE. Apresentamos inicialmente a trajetória da pesquisa, seguida de uma revisão teórico-metodológica. Valemos-nos da Metodologia "Q", que usa instrumentos de pesquisa de cunho qualitativo e quantitativo, realizando três grupos focais e seis entrevistas individuais, com alunos adultos profissionais que fazem aula particular de inglês na cidade de Campinas, SP. Da discussão de tais grupos focais e da literatura relacionados a esta área de pesquisa obtivemos 183 opiniões (assertivas), das quais selecionamos 52, que conformaram a nossa Amostra "Q". Posteriormente, 29 alunos participaram da Distribuição "Q", comunicando seu grau de concordância e/ou discordância com as assertivas, através da hierarquização das mesmas no programa FLASHQ Offline v.1.0. Uma vez feito isto, fizemos uma análise estatística e fatorial, usando o software PQ Method v.2.3.1, que gerou quatro perfis altamente correlacionados; no entanto, cada um deles com um foco diferente e, em consequência, motivado por diferentes aspectos. Os resultados mostram que os doze alunos do perfil 1, focados no conteúdo linguístico, valorizam o conteúdo das aulas, a leitura e a reescrita, mas especialmente a precisão. Sentem-se motivados para continuar com o seu aprendizado uma vez que conseguem se expressar apropriadamente. Os cinco alunos do perfil 2, focados nas dificuldades do aprendizado, reconhecem a importância de produzir e usar a LE corretamente, mas percebem muitos problemas para fazê-lo e, com frequência, sentem-se frustrados porque usualmente não o conseguem, mostrando-se inseguros para produzir na LE. Os quatro alunos do perfil 3, focados no uso da LE, veem-na como uma ferramenta que deve ser usada, seja para a obtenção de um emprego melhor ou para comunicação de ideias no mundo real; porém, não se preocupam com a precisão. Finalmente, os quatro alunos do perfil 4, focados nas condições de aprendizado, centralizam sua atenção em um ambiente agradável, livre de pressões, que ofereça atividades e dinâmicas relevantes para a sua vida
Abstract: This study, situated within the field of applied linguistics, presents our investigation of some professional, adult, Brazilian learners¿ who study English, about what motivates them to learn English as a foreign language. We present first the development of our research, followed by a theoretical and methodological review. We use Q methodology, which uses both qualitative and quantitative research tools. We conducted three focus groups and six individual interviews with professional adult learners who have private English lessons in Campinas, SP. We gathered a total of 183 statements (opinions) out of such focus groups as well as the literature, from which we selected 52 to form the Q Sample. Then, 29 students were invited to take part of the Q distribution, by showing their level of agreement and/or disagreement to the statements using the software FLASHQ Offline v.1.0. After that, the results were submitted to factor analysis through the software PQ Method v.2.3.1, which generated 4 different factors highly correlated, each one of them with a different focus, though, and, consequently, driven by different aspects. We found that the twelve learners who belong to factor 1, focused on linguistic content, value greatly the grammar contents, as well as reading and rewriting, but above all accuracy. They feel motivated to continue to learn the language once they can convey appropriately. We also noticed that although the five learners who belong to factor 2, focused on learning difficulties, recognize the importance of producing and using the L2 adequately, they perceive many problems to do so and, frequently, feel frustrated since they usually can't do it, showing themselves quite self-doubting to produce the L2. On the other hand, the four learners who belong to factor 3, focused on L2 use, see the language as a tool that must be used, either to obtain a better job or to communicate their ideas in their real world; they don't seem to care about accuracy, however. Finally the four learners who belong to factor 4, focused on learning conditions, value a pleasant environment, with no pressure that offers tasks which are relevant for their lives
Mestrado
Linguagem e Educação
Mestre em Linguística Aplicada
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Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.Bibliography: p. 246-275.
Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.
Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.
Mode of access: World Wide Web.
275, [140] p. ill
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Mohd, Nawi Abdullah. "Applied Drama in English Language Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2014. http://hdl.handle.net/10092/9584.
Full textAbstract:
This thesis is a reflective exploration of the use and impact of using drama pedagogies in the English as a Second Language (ESL)/ English as a Foreign Language (EFL) classroom. It stems from the problem of secondary school English language learning in Malaysia, where current teaching practices appear to have led to the decline of the standard of English as a second language in school leavers and university graduates (Abdul Rahman, 1997; Carol Ong Teck Lan, Anne Leong Chooi Khaun, & Singh, 2011; Hazita et al., 2010; Nalliah & Thiyagarajah, 1999). This problem resonates with my own experiences at school, as a secondary school student, an ESL teacher and, later, as a teacher trainer. Consequently, these experiences led me to explore alternative or supplementary teaching methodologies that could enhance the ESL learning experience, drawing initially from drama techniques such as those advocated by Maley and Duff (1983), Wessels (1987), and Di Pietro (1983), and later from process drama pedagogies such as those advocated by Greenwood (2005); Heathcote and Bolton (1995); Kao and O'Neill (1998), and Miller and Saxton (2004). This thesis is an account of my own exploration in adapting drama pedagogies to ESL/EFL teaching. It examines ways in which drama pedagogies might increase motivation and competency in English language learning.
The main methodology of the study is that of reflective practice (e.g. Griffiths & Tann, 1992; Zeichner & Liston, 1996). It tracks a learning journey, where I critically reflect on my learning, exploring and implementing such pedagogical approaches as well as evaluate their impact on my students’ learning. These critical reflections arise from three case studies, based on three different contexts: the first a New Zealand English for Speakers of Other Languages (ESOL) class in an intermediate school, the second a Malaysian ESL class in a rural secondary school, and the third an English proficiency class of adult learners in a language school. Data for the study were obtained through the following: research journal and reflective memo; observation and field notes; interview; social media; students’ class work; discussion with co-researchers; and through the literature of the field.
A major teaching methodology that emerges from the reflective cycles is that of staging the textbook, where the textbook section to be used for the teaching programme is distilled, and the key focuses of the language, skills, vocabulary, and themes to be learnt are identified and extracted. A layer of drama is matched with these distilled elements and then ‘staged’ on top of the textbook unit, incorporating context-setting opportunities, potential for a story, potential for tension or complication, and the target language elements.
The findings that emerge through critical reflection in the study relate to the drama methodologies that I learn and acquire, the impact of these methodologies on students, the role of culture in the application of drama methodologies, and language learning and acquisition. These findings have a number of implications. Firstly, they show how an English Language Teaching (ELT) practitioner might use drama methodologies and what their impact is on student learning. While the focus is primarily on the Malaysian context, aspects of the findings may resonate internationally. Secondly, they suggest a model of reflective practice that can be used by other ELT practitioners who are interested in using drama methodologies in their teaching. Thirdly, these findings also point towards the development of a more comprehensive syllabus for using drama pedagogies, as well as the development of reflective practice, in the teacher training programmes in Malaysia.
The use of drama pedagogies for language learning is a field that has not been researched in a Malaysian context. Therefore, this account of reflective practice offers a platform for further research and reflection in this context.
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Penberthy, Cecil Martin. "Factors to be considered when utilising the services of external motivational speakers." Thesis, 2012. http://hdl.handle.net/10210/7503.
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M.Comm.Captains of industries are constantly under pressure to perform. Their performance is measured in various forms like financial returns, market share, capitalisation, share price and the like. From a broader perspective managers must, according to the traditional functions of management, be able to plan, organise, control and lead. From a narrower perspective this study is concerned with the leading function of management. In order to perform, managers must lead their respective teams to achieve even greater heights than before, as well as to outperform the competition. In order to do this, managers are expected to motivate their teams to do exactly what is required to achieve the set goals. Managers constantly ask why certain employees perform better than others. This is a continual and perplexing problem facing managers. Research done in South Africa by Gail Kelly (Charlton, 1993:2), involving twenty-five successful business leaders, highlighted the following five factors as fundamental for success. • Leadership. • Motivation of people and interpersonal skills. This includes effective communication. • Ability to learn on the job. • Linking strategic planning to implementation. • Hard work. Despite the obvious importance of motivating people, it is difficult to define and analyse motivation. One group of theories states that motivation has to do with the direction, the effort and the duration of the required behaviour. Another group suggests that the factors that incite and direct motivation should be analysed.
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Hoefler, Sara Ann. "Pinpointing motivation : an investigation into the motivational factors in a German language education classroom." Thesis, 2013. http://hdl.handle.net/10500/10331.
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Contemporary education literature indicates that motivation can be a deciding factor in a student’s second language acquisition experience. The desire to learn more about the motivation of my own students in a second language learning setting sparked the onset of action research that led me to a better understanding of my subject area, myself as a professional, and most importantly, my students. My initial round of inquiry was a basic one from which the other branches of research evolved: finding out what students felt was motivational about my German class. Research, in each round, took place both through examining existing literature as well as through classroom based research focused on my students. The first round of action research led to the next research area pertinent to understanding and harnessing the power of motivation in my classroom: Using theory to re-shape practical classroom approaches in order to capitalize on motivational factors identified by students. As this round of action research took form, the need for further research became apparent: In order to truly understand what was happening in my German classroom concerning intrinsic student motivation, it was necessary to look more closely at why students were motivated by the factors they had indicated. As a classroom teacher, my initial goal was to optimize factors that I, as the classroom teacher, can control in order to make German language learning as motivational for students as possible. As Dörnyei says, (Dörnyei 2001 a, p. 2): “…99 percent of language learners who really want to learn a foreign language (i.e. who are really motivated) will be able to master a reasonable working knowledge of it as a minimum, regardless of their language aptitude.” Action research was the way for me to better understand a small slice of students’ motivational intricacies concerning German language learning - those which are based in my classroom itself and are under my control to influence.Curriculum and Instructional Studies
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Abdool, Ryman Sheik Salim. "Assessing the impact of motivational strategies on slow learners in Arabic at a Mauritian school, form 1 level." Diss., 2016. http://hdl.handle.net/10500/22257.
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Motivation and motivational strategies are believed to enhance student participation in the learning of a second language. As an educator, I wanted to conduct my own research to investigate whether a teacher can motivate slow learners by using different motivational strategies.
Fifteen pupils of Form I participated in completing a questionnaire to show how much they were intrinsically and extrinsically motivated in the learning of the Arabic language before applying the motivation strategies. At the end, the same questionnaire was given after these strategies were applied.
As a result, my goal was achieved. Pupils seemed to be motivated after applying the motivational strategies. However, based on the findings, extrinsic motivation showed no sign of improvement and obviously, this matter merits further research. Some recommendations are provided.
At last, it is hoped that results of this study could be used to adapt the curriculum to the needs of slow learners.Classics and World Languages
M.A. (Arabic Language)
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Chang, Chia-Hao, and 張家豪. "Case Studies on Achievement Motivation, Job Characteristics, Key Success Factors and Competitive Strategies of Independent Professional Speakers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/3v453y.
Full textAbstract:
碩士國立臺灣科技大學
科技管理所
99
Orientation of doing this research is to find out the achievement motivation, job characteristics, key success factors and competitive strategies of indepent professional speakers. Professional speakers have been mainly working for staff training in companies for a long time. With knowledge economy aroused, professional speakers are more familiar with and accepted by the public. However, no related study had ever done before so that this reasearch could be delivered for those who are interested in. By using the case study method, find the corresponding theories based on the research purposes first. According to the theoris, designed the semi-structured interviewquestionnaire, conducted individaul depth interviews with two different major topics independent professional speakers. Summarized the case interviews, and confirmed with the achievement motivation theory, figured out the characteristics, the critical success factors, and the competitive strategies of professional speakers. Conclusions on this study, both individual cases have strong achievement motivation orientation, the achievements of high growthes and self-actualization needs. Also, the five dimensions of professional speakers features are include selected expertise majors, working patterns, the main daily stuff, lecturer skills, and commercial opportunities. In professional speakers industry, the key success factors are suggested as deepening personal specailized field, create innovative service experience, maintain customer relationships, and integrate cross-community networks. Competitive strategie emphasized on personal branding and product diversification, are recommanded.
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Green, Satasha L. Sorrells Audrey McCray. "The effects of culturally-based computer software on the motivation and academic engagement of African American English speakers." 2005. http://repositories.lib.utexas.edu/bitstream/handle/2152/1557/greens32045.pdf.
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Green, Satasha L. "The effects of culturally-based computer software on the motivation and academic engagement of African American English speakers." Thesis, 2005. http://hdl.handle.net/2152/1557.
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MacDicken-Jones, Kathleen Susan. "Retention and motivation of French as a second language among students of varying abilities." Thesis, 1994. http://hdl.handle.net/2429/5400.
Full textAbstract:
Teachers routinely conduct a period of review after a semester or summer holiday
break due to expected loss of material learned. In the area of second language (L2)
acquisition, this matter is of particular concern to instructors and students because, in
general, during the period of disuse students have had little, if any, contact with the
language. One factor which has proven to influence the maintenance of an L2 is that of
motivation. Gardner and his colleagues’ (1959, 1971, 1973, 1985, 1987, 1988) studies
of French as a Second Language (FSL) have highlighted strong correlations between
attitude and achievement and achievement and language retention. Research on individual
differences among learners (Brounstein, Holahan, William, & Sawyer, 1988; Gardner,
1990) has also contributed to identifying what leads to a successful learner.
This study examined the loss of linguistic and reading comprehension skills among
learners of all ability levels in FSL, with a focus on high ability learners, following
summer vacation. In addition, between-group comparisons of motivational factors, as
based upon subjects’ pre-test scores were conducted.
Tests performed consisted of an analysis of exam questions and components to
confirm an equal level of difficulty of both test versions used, as well as tests of
reliability. Pre- and post-test measures were compared to identify any loss incurred,
followed by Pearson correlations and t-tests. Ability groupings were then categorized as
high, medium, and low according to their pre-test scores. Within these groupings, questionnaire statistics were calculated and contrasted to highlight any motivational
differences between them.
Findings from this research suggested that language skills among FSL learners of
varying abilities deteriorate significantly after a period of disuse. In addition, these
findings confirmed that highly proficient FSL learners are more immune to attrition due
to their having a more stable language base. With reference to the motivational
questionnaires, analyses concluded few significant differences among the three ability
levels.
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"A mixed-method investigation of the second language motivation and self-identities of English majors in mainland China." Thesis, 2011. http://library.cuhk.edu.hk/record=b6075322.
Full textAbstract:
Jiang, Changsheng.Thesis (Ph.D.)--Chinese University of Hong Kong, 2011.
Includes bibliographical references (leaves 279-313).
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Abstract, appendix A and C also in Chinese.
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"Attitudes and motivation in the learning of English by Chinese EFL students at the tertiary level." Chinese University of Hong Kong, 1989. http://library.cuhk.edu.hk/record=b5886171.
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Chiang, Chia-chein, and 江佳倩. "Effects of Native and Non-native Speaker Co-teaching on Elementary School Students'' English Learning Attitude and Motivation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/74176642967988431130.
Full textAbstract:
碩士國立中山大學
教育研究所
100
In 2008, Kaohsiung City launched an English co-teaching program, which annually recruits 12 young American college graduates to promote English language instruction and cultural exchange. These young Americans serve as English teaching assistants (ETAs), whose main duty is to co-teach with local English teachers (LETs). This study aims to understand the students’ learning English attitude and motivation in elementary schools participating in the LET and ETA co-teaching program, investigate the interaction effects of grade, cram school experience and LET and ETA co-teaching on students’ English learning attitude and motivation and to offer a few concrete suggestions for the improvement of co-teaching program in public elementary schools based upon the results. The research adopted questionnaire survey method. The questionnaire was designed and distributed to 811 English teachers from 12 elementary schools in Kaohsiung City as the subjects. As a result, 618 were valid responded corresponding with a 76% of return rate. Descriptive statistics, t-test, one-way ANOVA, two-way ANOVA and Scheffe method were conducted for data analysis and finally come to the following results: 1. The interaction effects of co-teaching and grade on elementary school students’ attitude toward LET teaching, self-English learning and overall English learning attitude are significant. 2. The interaction effects of co-teaching and cram school experience on elementary school students’ self-evaluation of learning outcomes and overall English learning attitude are significant. 3. The interaction effects of co-teaching and grade on elementary school students’ instrumental motivation, negative motivation and overall English learning motivation are significant. 4. The interaction effects of co-teaching and cram school experience on elementary school students’ instrumental motivation are significant. Based on the results of the study, some suggestions are proposed to the educational authorities, schools, as well as future studies.
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Mambambo, John. ""Blessed with a curse?" linguistic constraints on the code-switching of bilingual Shona-Xhosa speakers in Cape Town." Diss., 2016. http://hdl.handle.net/10500/22183.
Full textAbstract:
Completely couched in and steered by the qualitative research method, this study examines the linguistic constraints on the code-switching of the bilingual Shona-Xhosa speakers in Cape Town. The views of the key research participants obtained through participant observation, interviews and questionnaires were heavily relied on. The motivations for the code-switching of the bilingual Shona-Xhosa speakers in Cape Town were explored in this study, including the Shona-Xhosa interlink. Myers-Scotton‟s Markedness theory was scrutinized to discern the assorted social variables motivating the bilingual speakers to code-switch in Cape Town while the Matrix Language Frame Model was used to determine that Shona is the base language and isiXhosa is the embedded language in the Shona-Xhosa code-switching in Cape Town. Diverse linguistic constraints were examined in the context of the Shona-Xhosa code-switching and their universality was disputed. Similarities between Shona and Xhosa were unearthed and the researcher recommends that further Shona-Xhosa studies be pursued.African Languages
M.A. (African Languages)
47
"Understanding Chinese EFL students' participation in group peer feedback of L2 writing: a sociocultural and activity theory perspective." 2014. http://repository.lib.cuhk.edu.hk/en/item/cuhk-1290690.
Full textAbstract:
While research on peer feedback in L2 writing has proliferated over the past two decades, not much is known about how EFL writers, driven by their motives and situated within their social, cultural and historical contexts, participate in group peer feedback of L2 writing. To fill such an important void, the present study investigates six Chinese EFL university students’ participation in group peer feedback activities of L2 writing from a sociocultural and activity theory perspective. Based on sociocultural theory and activity theory in particular, the present study proposes a tentative group peer feedback activity system model and explores Chinese EFL writers’ motives for participating in group peer feedback, how their motives influence group interaction and text revisions, and how they employ mediating strategies to facilitate group interaction and realize their motives during group peer feedback activities.The study adopts a case study approach with a multiple-case design and collects multiple sources of data including video recordings of peer feedback sessions, semi-structured interviews, stimulated recalls, and drafts of student texts. Six Chinese EFL university students were selected through purposive sampling to participate in the study. Data analyses indicate that EFL students’ group peer feedback activities are driven and defined by their motives and mediated by their social, cultural and historical contexts. The findings revealed four major types of student motives for group peer feedback activities in the writing classroom: (1) feedback-giving and the learning process; (2) feedback-receiving and the learning product; (3) fixing errors in writing; and (4) getting the job done, which were shaped by a myriad of individual and sociocultural factors such as students’ personal belief systems, their secondary education experiences and the exam-oriented learning culture and education system. The study also found that student motives for peer feedback have great influences on students’ stances for group peer feedback and the patterns of group interaction, as well as the text revisions. Driven by different motives, the students were involved in different peer feedback systems in which they took different stances for peer feed-back and interacted differently with their group members, even though some of them were working in the same group and of similar English proficiency level. The study also reveals four major types of mediating strategies in peer feedback activities of L2 writing: artefact-mediated, rule-mediated, community-mediated, and division of labour-mediated strategies. The six students made use of these mediating strategies at different levels to realize their motives in the peer feedback activities.
Informed by the peer feedback activity system and the major findings of the present study, a tentative model to conceptualize the effective peer feedback activity in the EFL writing classroom has been proposed, which serves as a tentative conceptual and pedagogical model for research and practice in peer feedback of L2 writing. This study contributes new knowledge to the field by relating students’ motives to other key elements in peer feedback such as mediating strategies, peer stances, group interaction and student revisions of L2 writing, yielding a deepened understanding of students’ participation in and engagement with peer feedback in EFL writing.
儘管在二語寫作領域有大量研究關注同伴回饋，但鮮有研究者探討外語寫作學習者如何在其動機的驅使下和社會文化環境的影響下參與小組同伴回饋活動。鑒於此，本研究在社會文化理論和活動理論的基礎上，構建了外語寫作小組同伴回饋活動系統，並以該活動系統為概念框架探究六位中國外語寫作學習者的小組同伴回饋動機，分析其與小組交互和文本修改的關係。本研究還探討外語寫作學習者如何採取仲介策略輔助小組交互和實現回饋動機。
本研究採用多案例個案研究的範式，通過目的性抽樣原則，從中國大陸某大學選取六位英語寫作學習者作為被試，收集了多種形式的資料，包括同伴回饋錄影、半結構性訪談、刺激性回憶和寫作文本資料。資料分析顯示外語寫作學習者的小組同伴回饋活動由學生的動機驅使，並受到學生所處的社會文化環境影響。研究發現四種類型的同伴回饋動機：（1）回饋給予與學習過程型；（2）回饋接收與學習結果型；（3）修改文本錯誤型；和（4）完成任務型。這四類同伴回饋動機是在學習者個體因素（如學生的信念、中學學習經歷等）和社會文化因素（如考試取向的教育環境等）的交互影響下形成的。本研究還發現回饋動機對學習者的回饋立場、小組交互模式及其文本修改都會有一定的影響。在不同類型動機的驅使下，即使學習者來自同一小組或英語水準相當，他們也嵌套于不同的同伴回饋系統中，其回饋立場和交互模式也會有所不同。研究還揭示出學生在小組同伴回饋中採用四種仲介策略實現其回饋動機：人工製品仲介策略、規則仲介策略、社群仲介策略和任務分工仲介策略。
Yu, Shulin.
Thesis (Ph.D.)--Chinese University of Hong Kong, 2014.
Includes bibliographical references (leaves 255-275).
Abstracts also in Chinese.
Title from PDF title page (viewed on 21, December, 2016).
Detailed summary in vernacular field only.
Detailed summary in vernacular field only.
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Chu, Hsiang-ning Rebecca 1974. "Shyness and EFL learning in Taiwan : a study of shy and non-shy college students' use of strategies, foreign language anxiety, motivation, and willingness to communicate." Thesis, 2008. http://hdl.handle.net/2152/3864.
Full textAbstract:
In the Western view, shyness has long been perceived as an undesirable personality trait that may interfere with one's interpersonal interactions and adversely affect life satisfaction. However, shyness is viewed differently in Chinese cultures. In Chinese society, individuals are encouraged to restrain personal desires in the interest and wellbeing of the greater good. Given the cultural endorsement of internalized self-control, shy children in Chinese culture are favored for their seeming social competence and selfdiscipline; they are well-liked by their peers and teachers, and considered socially fit. Among the variables that influence L2 strategy choice and use, personality type and motivation are two critical predictors, whereas foreign language anxiety and willingness to communicate often influence learners' performance in L2 communication. This study examined the interrelationship among shyness, L2 learning strategy use, L2 learning motivation, foreign language anxiety, and willingness to communicate. Participants were 364 students enrolled in either Freshman English or Sophomore English courses in a private university in Taipei. They were asked to fill out self-report questionnaires about their global shyness, strategy use and motivation regarding their English studies, the degree of foreign language anxiety they experienced in their current English class, and their willingness to communicate in both Chinese and English contexts. Results indicated that non-shy students reported using strategies more often across all strategy types than their shy counterparts, with compensation strategies being used the most often, and social strategies the least often. In addition, results from a series of hierarchical multiple regressions showed that intrinsic motivation to know appears to be the most important predictor among all motivation regulations for all students' use of most of the strategies. Results also indicated that shyness, foreign language anxiety, and willingness to communicate in both Chinese and English were correlated. Students who reported experiencing more foreign language anxiety in their English class showed less willingness to communicate in both Chinese and English. Moreover, shyness and foreign language anxiety had a moderate positive correlation. Implications for research and practice are discussed.text
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Chen, Yu-Jung 1977. "Balancing goals and emotional responses to learning Chinese as a heritage language." Thesis, 2006. http://hdl.handle.net/2152/2842.
Full textAbstract:
This study explored the learning experience of Chinese heritage language learners, focusing on the interaction of their multiple goals, their emotional responses, as well as the influence of their experience in their family and formal school contexts. The settings of this study were the sixth to eighth grade classes at two local community Chinese schools. Data were collected from multiple sources including students' responses to a self-report questionnaire, interviews with teachers, interviews with 19 focal students and their parents, and a semester-long retrospective observation journal. Data were analyzed using coding procedures suggested by Strauss and Corbin (1998) from a grounded theory qualitative approach. Results indicated that perceptions of Chinese school learning affected students' motivational goals and their emotional responses in the Chinese learning experience. These perceptions included (a) perceptions of the Chinese learning environment (instructional methods, teachers' characteristics, and peer influence), (b) perceptions of their ability, (c) perceptions of values and beliefs, and (d) perceptions of their available time and schedule. Students in this study reported having both learning intention goals (categorized as integrative and instrumental goals) as well as well-being (social and work-avoidance) goals. Students also reported experiencing both positive emotions (enjoyment, pride) and negative emotions (boredom, anger) in the Chinese learning context. The contextual factors, including students' formal school experience and their family experience also seemed to influence directly or indirectly students' perceptions of Chinese school learning as well as their motivational goals and emotional responses. How students balanced their multiple goals and their multiple emotions determined the extent of students' willingness to attend Chinese school, the extent of their engagement in learning Chinese, as well as the extent of their acknowledgement of their Chinese identity. Implications for research and practice are discussed.text
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Madileng, Mary Mmatsatsi. "English as a medium of instruction: the relationship between motivation and English second language proficiency." Diss., 2007. http://hdl.handle.net/10500/2332.
Full textAbstract:
In order to research the limited English proficiency of First Year National Intermediate Certificate students at the Further Education and Training College of Ekurhuleni West, the researcher investigated various motivation variables, namely:
* socio-psychological factors
* learner factors
* parental involvement and
* contextual factors related to the influence of the school and classroom
A review of literature and empirical research methods were used to this effect. The literature review revealed that instrumental and integrative motivation, self-determination and goal orientedness, parental support and school and classroom context factors contributed to the development of ESL proficiency.
A motivation questionnaire and an English proficiency test were administered to the participants. The results indicated no significant relationship between the learner's level of ESL proficiency and motivation variables. These findings form the basis for recommending specific guidelines for possible directions for future research.Linguistics
M.A. (Specialisation in Applied Linguistics)