Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Fun in education


Published on

2014 Uluslararası Lider Martılar Projeleri_No 2
2014 International Leading ICT Seagulls Projects #2

Published in: Education, Technology
  • Be the first to comment

Fun in education

  1. 1. Fun in EFL Education Tuba Aydoğan & İrem Konuk
  2. 2. Our “İmece Circle”: Edu-tainment • Tuba Aydoğan & İrem Konuk • Met every Thursday at school • Our motto is : “Somewhere under the sun there is happiness and fun there is love for everyone!” From Big Kenny’s song: “Under the Sun”
  3. 3. Contents • Problem Statement • Gantt Chart • Literature Review • Main & Root Causes • Matrix Diagram • Fishbone Diagram • Data Collection & Analysis • Suggestions • Conclusion
  4. 4. Problem Statement How to create intrinsic motivation through fun in EFL classrooms?
  5. 5. Gantt Chart MONTHS March April STEPS Weeks W 1 W 2 W 3 W 4 W 1 W 2 W 3 W 4 PLAN Determination of the problem Approval of the problem area by Dr. Köksal Literature Review Identifying targets Determination of the Main and Root Causes (Fishbone) Determine the main causes to be studied & Ask for the approval (Dr. Köksal) Probable solutions, developing strategies Preparing data collection tools DO Collecting data CHECK Analysis of data ACT Solutions, suggestions, conclusion PPT preparation Self-assessment SHARE Presentation Final Video taking and presenting it to Dr. Köksal planned actual
  6. 6. Literature Review Students prefer and respond best to teachers who possess three sets of skills: Establishing caring relationships with students Setting limits and creating a safe environment without being rigid or punitive Making learning fun (Jones & Jones, 2007)
  7. 7. The fun in digital game play tends to break down into four different types of engagement experience: 1. Easy fun – creative and relaxing activities that stimulate curiosity 2. Hard fun – activities that make you think and meet challenges 3. People fun – competitive and cooperative activities done in teams 4. Serious fun – meaningful activities that can have real world consequences gamified-language-educational-e-tivities/
  8. 8. Literature Review Cont’d  We can make our lessons fun and increase our students’ motivation by making use of activities that require cooperation and creativity, that are somehow related to our students’ real lives, and that have some sort of challenge.  Students who are involved in cooperative learning activities perform higher on standardized tests of reading and language and also do better on tasks involving higher-level thinking than when they study alone (Jones & Jones, 2007)
  9. 9. Literature Review Cont’d  Intrinsic motivation: Motivation to engage in an activity for its own sake (Pintrich and Schunk, 2002, p. 245).  Children with higher intrinsic motivation tend to have  higher achievements,  a more favorable perception of their academic competence  lower academic anxiety (Gottfried,1990).
  10. 10. Literature Review Cont’d • In the study of Nikoopour et al. (2012) the results indicated that: – intrinsic motivation was significantly related to cognitive and metacognitive strategies. – however, extrinsic modes of motivation were not significantly related to the use of language learning strategies. Nikoopour, J., Salimian, S., Salimian, S., & Farsani, M. (2012)
  11. 11. Literature Review Cont’d In Chang’s 2005 study, intrinsic motivation occurred when someone was moved to do something for fun or challenge, instead of environmental factors. In other words, people decided to do the action or behavior because of their inherent interest toward the activity, rather than because of the external outcome. (Chang, 2005) » “People who have extrinsic motivation are forced to do an action by others but they can be absorbed in the action if they find the action itself fun and enjoyable” (Carreira, 2005)
  12. 12. Literature Review Cont’d Separating the learning of academic skills from real-world contexts can entail motivational costs (Lepper & Henderlong, 2000). In order to enhance communicative skills, listening and speaking have been emphasized, but students have few opportunities to use English with foreigners outside the classroom. When they are in lower grades, they can be satisfied with exciting and fun tasks. As they grow, their motivation might decrease when they cannot connect the English they learn in class to real communication.
  13. 13. Fishbone Diagram
  14. 14. Main & Root Causes • Methods – Mismatch between teaching method and students’ needs – Lack of variety • Materials – Lack of stimulating visuals – Uninteresting tasks, activities, topics • System -Teachers are not encouraged to integrate fun in their lessons in order to create motivation
  15. 15. Main & Root Causes Cont’d • Humans – Students • Feeling no need for learning English • High stakes exams cause students not to prioritize language lessons – Teachers • Inability to create need for learning the language • Lack of content knowledge • Lack of pedagogical knowledge - Parents • Neglecting parents • Ignorance
  16. 16. Matrix Diagram Methods Materials System Humans Students Teachers Parents Tuba 3 4 6 2 7 5 İrem 3 2 4 5 7 6 Total 6 6 10 7 14 11 % 11 % 11 % 19 % 13 % 26 % 20 %
  17. 17. 0 5 10 15 20 25 30 35 Methods Materials System Humans ROOT CAUSES
  18. 18. HUMANS Students Teachers Parents 34% 44% 22%
  19. 19. Data Collection Data Collection Methods – Interview with teachers & academicians – Questionnaire to be filled by students
  20. 20. Interview Questions • How do you attract your students’ attention during your lessons? • What methods do you use to motivate your students? (Intrinsic or Extrinsic) • In your opinion, what makes a lesson enjoyable? • In your teaching practice where do you place fun? • What dangers are there if a lesson is enjoyable? • Do you think materials are important in terms of enjoyment in lesson?
  21. 21. Interviews with Teachers  I attract my students’ attention by standing up straight and projecting my voice.  In order to motivate my students I try to make connection with real life. I give them extra credits on their homework for their thoughtfulness.  A lesson is enjoyable if the students are engaged.  My understanding of “fun” in a lesson is having “sense of humor” and making jokes.  One needs to figure out what is his goal for the lesson: having fun or learning? There should be a balance.  Materials make a difference, especially when they provide different points of view. A high school teacher / over 20 years of teaching experience
  22. 22. Interviews with Teachers Cont’d • I attract my students’ attention by being creative, using visuals, speaking aloud etc. It depends on the class and situation • In order to motivate my students I try to explain things to them in a way that they can motivate themselves. I use visual aids and fun dialogs • The lesson is enjoyable when they are engaged, • Fun is 7 or 8 in terms of importance. (10 being the highest) • Balance is important, there is no danger of fun, I mean this is high school – Materials are important but not the most important thing. It would be easier to develop activities. A high school teacher / 11 years of teaching experience
  23. 23. Interviews with Academicians – A good start would be a nice warm-up (A discussion on personal lives or current issues) – Teacher should be sincere and real – Enjoyment should be reciprocal and balanced – “Learning is fun” instead of “learning is duty” – There is a danger that some students may disrupt the lesson – Materials should be attractive and diverse Dr. Köksal
  24. 24. Interviews with Academicians Cont’d – I try to get to know my students, learn their names and discover their needs – In order to motivate them, I use prizes, I recognize and honor excellent work, and include extracurricular activities – A lesson is enjoyable if students can learn and have fun at the same time – “Fun” comes right after “learning”. Content should be interesting, and delivery should be fun – If a lesson is enjoyable, there is a danger that some students may think that it is not serious – Materials should be diverse and student-centered Dr. Doyum
  25. 25. Questionnaire Strongly Disagree Disagree Neutral Agree Strongly Agree 1. I study English because I think it will be necessary for me in the future 2. I study English in order to get a good grade 3. I like working in groups during English language lessons 4. I like doing individual work 5. I always look forward to the day when we have English class.
  26. 26. Questionnaire Cont’d 6. What’s the most enjoyable to have in a language lesson?  Video  Drama  listening to music  independent work  group work 7. If the lesson is enjoyable for you, do you… • a) Learn more than if the lesson is not enjoyable b) Learn the same as a lesson that is not enjoyable c) Learn less than if the lesson is not enjoyable
  27. 27. Questionnaire Cont’d 8. In your opinion, what makes a lesson enjoyable? Please rank the following components of a lesson from most to least important in terms of their roles in making a lesson enjoyable. • (1= most important; 5= least important) 1st 2nd 3rd 4th 5th Subject matter Friends Teacher Teaching Method Teaching Materials
  28. 28. Questionnaire Cont’d 9. Please write down the name of the course that you are most successful at. ………………………… 10. Please write down the name of the course that you enjoy the most. …………………………
  29. 29. Data Analysis I study English because I think it will be necessary for me in the future strongly disagree disagree neutral agree strongly agree 56% 22% 11% 56% 22% 11% 11% 29
  30. 30. Data Analysis Cont’d 30 I study English in order to get a good grade strongly disagree disagree neutral agree strongly agree 27% 27% 18% 18% 10%
  31. 31. Data Analysis Cont’d 31 I like working in groups during English language lessons disagree neutral agree strongly agree 27% 37% 9% 27%
  32. 32. Data Analysis Cont’d 32 I like doing individual work strongly disagree disagree neutral agree strongly agree 27% 27% 9% 37%
  33. 33. Data Analysis Cont’d 33 I always look forward to the day when we have English classes disagree neutral agree strongly agree 27% 27% 27% 19%
  34. 34. Data Analysis Cont’d 34 what is the most enjoyable to have in a language lesson music drama video independent work group work 50% 34% 8% 8% One student selected both video and music
  35. 35. Data Analysis Cont’d 35 If the lesson is enjoyable… learn more learn the same learn less 73% 18% 9%
  36. 36. Data Analysis Cont’d 36 the most important factor in making a lesson enjoyable teacher friends subject matter teaching method teaching materials 28% 11% 11% 17% 33%
  37. 37. Data Analysis Cont’d • 63 % of the participants stated that they are the most successful in the courses that they find the most enjoyable. E.g. Math, Biology, English, Physics • 37 % of the participants stated that there is not a match between the courses that they enjoy the most and the courses that they are most successful at. 37
  38. 38. Conclusion • “Teacher” is perceived as the most important factor to make a lesson enjoyable, followed by “peers”. • Music and video are evaluated as the most enjoyable materials. • Participants prefer group work over individual activities.
  39. 39. Suggestions • A balanced approach is a must (Learning & Fun) • Use diverse materials • Get to know your students • Do not act fake, be sincere and friendly • Include video and music in our teaching • Include cooperative learning activities • Beware of disrupting students • Make sure that the content is related to real life
  40. 40. Suggestions • The first thing you need to do is to HAVE FUN. Your class will not enjoy themselves unless you are enjoying yourself. • SHARE something about yourself – personally or professionally, whatever shows your students that you are a REAL PERSON…not just an instructor or a presenter. Source: enjoyable-for-both-your-participants-and-you/
  41. 41. References Carreira, J. M. (2005). New framework of intrinsic/ extrinsic and integrative/ instrumental motivation in second language acquisition. The Keiai Journal of International Studies, 16, 39-64. Carreira, J. M. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal, 28(2), 135-157. Carreira, J. M. (2011). Relationship between motivation for learning EFL and intrinsic motivation for learning in general among Japanese elementary school students. System 39 (1), 90-102. Chang, H. H. (2005). The relationship between extrinsic/intrinsic motivation and language learning strategies among college students of English in Taiwan. Master’s thesis, Ming Chuan University, Taiwan. Jones, V. F. & Jones, L. S. (2007). Comprehensive calssroom management: Creating communities of support and solving problems, 8th edition. Boston: Pearson/ Allyn & Bacon. Köksal, H. (2004). İmece Circles (SQC) for a Unified Education. Akademi Yayıncılık, İstanbul. Nikoopour, J., Salimian, S., Salimian, S., & Farsani, M. (2012). Motivation and the Choice of Language Learning Strategies. Journal Of Language Teaching And Research, 3(6), 1277-1283.
  42. 42. Online Sources o educational-e-tivities/ o o o to-motivate- students-without-losing-control-of-your-class/ o you/
  43. 43. Special Thanks to Dr. Köksal: Honorary Member of our İmece Circle