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1. An article by:
Yoshiyuki Nakata
Presented by:
Khansa AL-Qudaimi

2. Overview
Definitions of intrinsic motivation, self-regulation,
and autonomy
Relationship between intrinsic motivation, self-regulation,
and autonomy
The role that self-regulated intrinsic motivation plays
in successful language-learning
Context-sensitive pedagogical approach for self-regulated
language-learning

3. Definitions
Self-regulation
“self-generated thoughts,
feelings, and actions that are
planned and cyclically adapted to
the attainment of personal goals”
(Zimmerman, 2005)

4. Definitions
Self-regulation
“the capacity to adjust one’s actions
and goals to achieve desired results
in the light of changing
environments”
(Boekaerts , Pintrich & Zeidner, 2005)

5. Definitions
Self-regulation stages
According to Bronson (2000),
reactive
proactive

6. “the human need to be competent
and self-determining in relation to
one’s environment”
(Deci & Ryan, 1985)
Definitions
Intrinsic motivation

7. “the development and exercise of a capacity
for detachment, critical reflection, decision
making and independent action (Little, 1991);
Autonomous learners are responsible for
determining the purpose, content, rhythm
and method of their learning, monitoring its
progress and evaluating its outcomes.
(Holec, 1981)”
(Benson, 2007)
Definitions
Autonomy

8. From their definitions…
How do you see these three
relate to each other?

9. Relationship between
Intrinsic motivation and self-regulation
According to the
Nakata (2010),
motivation and
self-regulation are
two sides of the
same coin.

10. Relationship between
Intrinsic motivation and self-regulation
 Bronson (2000)
proposes that
motivation influences
self-regulation in all
areas of functioning.
 She argues that self-regulation
is “an
intrinsically
motivating activity in
itself.”

11. Relationship between
Intrinsic motivation and self-regulation
Empirical studies
support the idea
that the self-regulatory
process
is both cognitive
and affective.
Motivation subsumes
aspects of both
 affective self-regulation
 cognitive self-regulation
cognitive
affective

12. Relationship between
Intrinsic motivation, self-regulation
and autonomy
Intrinsic
motivation
autonomy
Self-regulation

13. The role of intrinsic motivation
in language-learning in research
 A large number of
studies have been
on intrinsic
motivation not only
in educational
psychology, but also
in language-learning.
Many teachers of
foreign languages,
teacher educators,
and researchers in
TESL/TEFL or applied
linguistics agree on
the supreme
importance of
intrinsic motivation
in language-learning.

14. Appraisal of intrinsic
motivation research
refer
intrinsic
motivation
to interest
or
enjoyment
The
applicability
in
obligatory
language
class is
doubtful
fail to
address the
distinction
between
affective and
cognitive
aspects
Enjoying
doesn’t
indicate that
they are
successful in
language-learning
discuss an
image of
ideal
autonomous
learners
who are
intrinsically
motivated

15. Redefining motivation
It exists within
the self; it’s
neither fun nor
enjoyment
It is NOT simply
a matter of
intrinsic
motivation in
the framework
of self-determination
theory NOR it is
simply a matter
of degree
It must be
discussed with
regard to the
affect/ fun and
cognition/
learning
the study of
motivation in
specific contexts

16. Developmental process underlying
intrinsic motivation
(Nakata, 2010)

17. “Intrinsic motivation when self-regulated
not only affectively but also
cognitively helps learners become
autonomous language-learners, and as
a result leads to successful language
learning.”
(Nakata, 2010)

18. How can we help learners move
first to the surface level, and then
from the surface to the core level?

19. how we can motivate
our learners
how we help learners
to motivate themselves
(Ushioda, 1996)

20. Context-sensitive pedagogical approach for
self-regulated language-learning
to help learners
to get to the core
level, Nakata
(2010) combines
these two
tenets:
how we can
motivate
our learners
how we help
learners to
motivate
themselves

21. Context-sensitive pedagogical approach for
self-regulated language-learning
Preparation stage
Developmental stage
Self-regulated stage

22. Context-sensitive pedagogical approach for
self-regulated language-learning

23. Context-sensitive pedagogical approach for
self-regulated language-learning

24. Context-sensitive pedagogical approach for
self-regulated language-learning

25. In conclusion …
teacher undoubtedly plays a crucial role in the
development of learners’ intrinsic motivation, first to
the surface, and then from the surface to the core
level.
Therefore, It is essential for teachers to be well aware
of the process of self-regulated language-learning.
They should be sensitive to the pedagogical approach
they adopt in promoting learners’ autonomy, taking
learners’ preparedness into consideration.

26. References
 Benson, P. (2007). Autonomy in language teaching and learning.
Language Teaching, 40(01), 21-40.
 Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2005).
Handbook of self-regulation. Elsevier.
 Bronson, M. (2000). Self-regulation in early childhood: Nature and
nurture. Guilford Press.
 Carver, C. S., & Scheier, M. F. (2000). Autonomy and self-regulation.
Psychological Inquiry, 284-291.
 Nakata, Y. (2010). Towards a framework for self-regulated
language-learning. TESL Canada Journal, 27(2), pp.1-10.
 Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic
motivations: Classic definitions and new directions. Contemporary
educational psychology, 25(1), 54-67.

27. Thank you for listening