Peters/ kronick exploring esl student motivation
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Motivation is a critically complex topic, and one that we must address every day in our ESL classrooms. Through reviewing relevant literature and hearing from participants’ experiences, we will explore how teacher identity relates to learner motivation, look at student factors that influence motivation, and discuss some practical strategies to increase student motivation.
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Peters/ kronick exploring esl student motivation
- 1. Exploring ESL Learner Motivation MELEd Conference 2015 Bethany Peters & Leah Kronick
- 2. The Student’s Role in Motivation Overview Introductions The Teacher’s Role in Motivation Strategies to Improve Student Motivation 1 2 3 4 5 Final Takeaways
- 3. 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).
- 4. 1: The Teacher’s Role in Motivation ✧ Teacher identity (Cowie & Sakui, 2012) Beliefs about how motivation works ✧ Teacher awareness (Bahramy & Araghi, 2013)
- 5. 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?
- 6. 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)
- 7. 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?
- 8. 3: Strategies to Improve Student Motivation ✧ The Motivational Strategies Scale (Dornyei, 2001) ✧ Methods for addressing unmotivated students
- 9. 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.
- 10. 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?
- 11. 4. Takeaways In one sentence, what is your most salient takeaway from the 3 sections of our discussion today? 1. The teacher’s role in motivation 2. 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.
- 12. “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
- 13. 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.129 Papi, 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
Editor's Notes
- Welcome, Introductions Rationale: learner motivation is a timeless topic, all of you have experiences to share/process, goal is to illuminate some relevant literature and provide challenging questions to foster reflection and mutual learning, overview of 3 sessions: acknowledge that content from three sessions may overlap
- Introductions + share student quotes Photo credit: http://mooreti.com/wp-content/uploads/2012/10/english.jpg
- In their study, Cowie & Sakui (2012) explore the link between a teacher’s identity and his or her practice of motivational strategies in the L2 classroom. Cowie & Sakui conducted extensive interviews with three EFL teachers and highlighted salient aspects of each teacher’s identity, demonstrating the effect identity had in shaping the motivational strategies each teacher used in his or her classroom. For example, one Japanese EFL teacher relied on what she identified as Japanese methods of motivation rather than Western methods, while another EFL teacher used his status as an outsider in Japanese culture to help students feel more motivated to learn English. Furthermore, each teacher described their beliefs about how motivation works, and then explained how their pedagogical practices aligned with these perspectives. Through this exploration, Cowie & Sakui (2012) report that “strategies that the teachers use to motivate their students vary according to their experience, beliefs, and local contextual factors” (p. 127), and they conclude by noting that language teachers would benefit by exploring how their identity influences the motivational strategies they use in the L2 classroom.
- According to Dörnyei (2001), one of the key experts on motivation in L2 acquisition, motivation provides insights about why people choose a specific activity, the length of time they are able to continue in the activity, and the energy they are willing to devote to the activity. Dörnyei outlines the following factors as key influencers on students’ motivation for language learning: attitude toward culture, expected benefits, level of language proficiency, amount of anxiety/confidence, appeal of learning environment, and interactions with teacher and classmates. In his conceptualization of motivation in second language acquisition, Dörnyei (2005) emphasizes that the language learner is most strongly motivated by visualizing a future self who is proficient in the L2. Second language acquisition researchers also commonly categorize motivation as either instrumental or integrative (Gardener, 2003 cited in Kormos, Kiddle, and Csizer, 2011). Instrumental motivation refers to a desire to speak the target language primarily for utilitarian values, such as getting a job or passing a test. Integrative motivation involves the desire to speak the target language in order to integrate into the culture for purposes of sharing community and cultural values. As you might guess, students typically report instrumental goals as a primary motivation source, although research links integrative motivation with the highest success in attaining a second language. Photo credit: http://www.bbc.co.uk/staticarchive/3144892f8837cd132af12401e26cc5afbf35d577.jpg
- According to several studies, English language teachers can have a considerable impact on students’ motivation levels by employing specific strategies intended to enhance motivation (Dörnyei, 2005). Dörnyei (2001) defined motivational strategies as “techniques that promote the individual’s goal-related behavior,” (p. 28), and after several investigative studies, developed an index known as the Motivational Strategies Scale. This scale includes 10 aspects reported to positively influence student motivation, including: (1) teacher behavior, (2) acknowledging students’ work, (3) encouraging students’ confidence, (4) fostering a harmonious classroom climate, (5) explaining tasks clearly, (6) developing learners’ goal-orientation, (7) designing interesting learning opportunities, (8) exposing learners to L2 cultural values, (9) promoting positive group dynamics, and (10) encouraging autonomy. Furthermore, Papi and Abdollahzadeh (2011) highlight studies that have been conducted in various countries to demonstrate that similar motivational strategies are effective cross-culturally. Although teachers can play a prominent role in positively motivating English learners, it is also important to recognize factors that limit teachers’ motivational influence and factors that demotivate students. I’ve listed several of the demotivating factors on this slide, as cited in the literature. Institutional aspects that can lower student motivation include factors such as large class sizes, mandatory course requirements, and standardized exams. In one study, teachers reported student attitudes and personality differences as possible limitations on their abilities to increase student motivation. In another study, students identified teacher-related factors as the largest source of demotivating factors, and cited specific instances related to teacher beliefs, attitudes, and classroom practices. Yet other studies demonstrate that considerable progress still needs to be made in giving motivation a more prominent role in pedagogical practices. For example, Dörnyei and Csizér (1998) found that English teachers in their study did not exhibit suitable teacher behaviors to foster motivation, they did not offer sufficient opportunities for students to achieve success, and they did not provide adequate help for their students to develop realistic and achievable learning goals. In a similar study, Cheng and Dörnyei (2007) reports that English teachers did not develop interesting activities to help increase student motivation, nor did they educate students about important cultural values associated with the second language. Furthermore, Deniz (2010) conducted a study assessing how frequently English teachers incorporate recommended strategies from the motivation literature in their classroom practices, as reported by their student teachers. Several motivational activities were identified as important to the student teachers; however, they reported that a wide range of these motivational strategies were not used frequently enough in the language classroom in which they participated.