peters/ kronick exploring esl student motivation
TRANSCRIPT
Exploring ESL Learner Motivation
MELEd Conference 2015Bethany Peters & Leah Kronick
The Student’s Role in Motivation
OverviewIntroductions
The Teacher’s Role in Motivation
Strategies to Improve Student Motivation
1
2
3
4
5 Final Takeaways
Introductions“We take the view that L2 motivation is one of
the most important factors that determine the rate and success of
L2 attainment: it provides the primary
impetus to initiate learning the L2 and
later the driving force to sustain the long and often tedious learning process” (Dornyei &
Csizer, 1998, p. 203).
1: The Teacher’s Role in Motivation✧Teacher identity
(Cowie & Sakui, 2012)
Beliefs about how motivation works
✧Teacher awareness (Bahramy & Araghi, 2013)
1: The Teacher’s Role in Motivation
What is your personal style or approach to motivating students?
Other questions to consider: 1. What factors have shaped your view of how
motivation works?2. What are some limitations on your ability to
motivate students?
2: The Student’s Role in Motivation✧Factors that
influence acquisition ✧Vision of the ideal
language learner (Dornyei, 2005)
✧Instrumental vs. integrative motivation (Gardener, 2003)
2: The Student’s Role in Motivation
What challenges do your ESL learners experience regarding
motivation?
Other questions to consider: 1. How can you assess student’s motivation
levels?2. How do you students demonstrating their
motivation?3. How do cultural or individual differences
influence learner motivation?4. How does student motivation change over
time?
3: Strategies to Improve Student Motivation
✧The Motivational Strategies Scale (Dornyei, 2001)
✧Methods for addressing unmotivated students
Motivational Strategies Dörnyei (2001)
1. Set a personal example with your own behavior. 2. Recognize students’ effort and celebrate their
success. 3. Promote learners’ self-confidence. 4. Create a pleasant and relaxed atmosphere in
the classroom. 5. Present tasks properly. 6. Increase the learners’ goal-orientedness.7. Make the learning tasks stimulating. 8. Familiarise learners with L2-related values. 9. Promote group cohesiveness and set group
norms. 10.Promote learner autonomy.
3: Strategies to Improve Motivation
Which strategies do you feel are most effective to improve
motivation, and why?
Other questions to consider: 1. Which strategies are most or least difficult to
implement, and why?2. How do you incorporate these strategies, or
others, on a daily basis?3. What are some effective methods for dealing
with unmotivated learners?
4. TakeawaysIn one sentence, what is your most
salient takeaway from the 3 sections of our discussion today? 1.The teacher’s role in motivation2.The student’s role in motivation
3.Strategies to improve motivation
Write a one-sentence takeaway on your card. It could be a goal, a new perspective, or a strategy
you’d like to try.
“Without sufficient motivation, even individuals with the most
remarkable abilities cannot accomplish long-term goals, and neither are appropriate curricula and good teaching enough to ensure student
achievement … on the other hand, high motivation can make up for considerable deficiencies both in one’s
language aptitude and learning conditions” (Dornyei and Csizer, 1998, pp. 203-4).
Final Takeaways
Bahramy, M., & Araghi, M. (1998). The identification of demotives in EFL university students. The International Journal of Basic and Applied Science, 4(1), 840-844.Cowie, N.& Sakui, K. (2012). Three tales of language teacher identity and student motivation. JALT Journal, 34, 127-150.
Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual Review of Applied Linguistics, 21, 43-59.
Kormos, J., Kiddle, T, and Csizér, K. (2011). Systems of goals, attitudes, and self-related beliefs in second-language-learning motivation. Applied Linguistics, 32(5), 495-516. Kormos, J., & Csizer, K. (2014). The Interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48(2), 275-299. Doi:10.1002/tesq.129Papi, M. & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language Learning, 62(2), 571-594. Sakui, K. & Cowie, N. (2011). The dark side of motivation: Teachers’ perspectives on‘unmotivation’. ELT Journal, 66(2), 205-213.
References