1. A process model of L2 learners’ motivation: From the perspectives of general tendency and individual differences Presenter: Ztu-Yin Livia Pan Instructor: Dr. Pi-Ying Teresa Hsu Date: April 27, 2011

2. Citation Hiromori, T. (2009). A process model of L2 learner’s motivation: From the perspectives of general tendency and individual differences. System, 37, 313-321. 2

3. Contents I Introduction Literature Review II Methodology III IV Results Conclusions V Reflections VI 3

4. Introduction Learner motivation is considered to affect the success of learning, not only in the case of second/foreign language instruction, but throughout all aspects of educational activities. 4

6. Intention implementation (concrete implementation of actions)The defining of motivation on the basis of two phases provides a beneficial viewpoint in terms of providing more effective learning guidance. 5

7. Variables Three variables of the pre-decisional phase Intention Expectancy Value 6

8. Variables Four variables of the post-decisional phase Selective attention inhibiting emotional states that may undermine the enacting and protection of the intention intentionally ignoring attractive alternatives or irrelevant aspects enhancing the strength of the motivation tendency on which the intention is based not pondering failure for too long and detaching oneself from the unattained goal Emotion control Coping with failure Motivation control 7

9. Purposes of study -To examine a process model of L2 learner’s motivation -To investigate the manner in which the pre- decisional phase of motivation functions in terms of influencing the post-decisional phase of motivation among L2 learners from the perspectives of general tendency and individual differences -To investigate the overall process of motivation with the university students 8

10. Literature Review A process model of motivation which assumed that there are distinct temporally ordered phases within the motivational process, namely, the pre-decisional phases of motivation and the post-decisional phase of motivation. (Heckhausen, 1991; Heckhausen & Kuhl, 1985) 9

13. Cluster analysis

14. Questionnaire: 7 point Likert Scale10

16. Students listened to a CD immediately afterwards repeated what they had just heard without looking at a script.

17. After the students had finished the learning activity

18. Students were expected to acquire the skills and attitudes needed to obtain information and communicate actively in English.Content Target learning activity Questionnaire survey 11

19. Questionnaires Pre-decisional questionnaire Post-decisional questionnaire 12

20. Pre-decisional phase questionnaire strongly strongly Items disagree agree Value I thought that this type of activity would be useful for studying English □□ □ □ □ □ □ Expectancy I thought I would be good at this type of activity □□ □ □ □ □ □ Intention I thought I would do as much as I could do. □ □ □ □ □ □ □    13

21. Post-decisional questionnaire strongly strongly Items disagree agree Selective attention I focused on dealing with the activity I was working on. □□ □ □ □ □ □ Emotion control I dealt with the activity while relaxing as much as possible.□□ □ □ □ □ □ Motivation control I proceeded while telling myself that I ought to be able to do it.□□ □ □ □ □ □    Coping with failure I proceeded while trying not to think too deeply even if things did not go well. □□ □ □ □ □ □  14

22. Results As for the correlations in the pre-decisional phase, intention had a relatively strong relationship with value. Intention and value demonstrated a weak correlation with expectancy. 15

23. Results Means and standard deviations of the pre-decisional phase of motivation subscales among the groups relatively high compared to the other clusters This indicated that the learners in this group felt their sense of value, expectancy, and intention were generally fulfilled. ValueExpectancyIntention Mean SD Mean SD Mean SD Cluster 1 (n = 59) 5.88 0.60 3.91 0.79 5.57 0.63 Cluster 2 (n = 25) 6.15 0.65 2.09 0.70 5.97 0.71 Cluster 3 (n = 44) 4.78 0.83 2.09 0.56 4.80 0.45 Cluster 4 (n = 19) 5.22 0.59 1.57 0.44 4.20 0.97 16

24. Results Means and standard deviations of the pre-decisional phase of motivation subscales among the groups relatively high compared to the other clusters Selective attentionEmotion controlMotivation controlCoping with failure Mean SD Mean SD Mean SD Mean SD Cluster 1 (n = 59) 5.33 0.80 4.85 0.82 5.00 0.98 5.09 0.96 Cluster 2 (n = 25) 5.50 0.81 4.60 1.17 5.22 1.26 4.83 1.20 Cluster 3 (n = 44) 4.67 0.66 4.13 0.93 4.07 1.00 4.63 0.69 Cluster 4 (n = 19) 3.93 1.05 3.49 1.12 3.55 1.30 4.07 1.10 Suggesting that the learners in these two clusters did determine action initiation and tried to overcome diverse internal obstacles to action positive appraisal strongly influenced actual quality/quantity of learning behavior 17

25. Conclusions Learner motivation has received much more attention than any other individual difference factor. The study is an important and significant attempt at elucidating the process and mechanism by which learner motivation develops and changes. 18

26. Reflections The process model of motivation will be a useful research framework for uncovering various motivational processes of L2 learners. The study orchestrated desirable learning environments that can serve every learner. 19

27. Reflections The study didn’t show how long it took to finish the survey. The study didn’t mention about how to divide the four clusters. 20