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1. MOTIVATION
MA. Nguyen Thi Duong Ngoc

3. A PROPOSED DEFINITION OF MOTIVATION
Within a social constructivist framework, motivation may be
constructed as
● A state of cognitive and emotional arousal
● Which leads to a conscious decision to act and
● Which gives rise to a period of sustained intellectual and/
or physical effort
● In order to attain a previously set goal (or goals)
(Marion Williams & Robert L. Burden)

4. EARLY PSYCHOLOGICAL VIEWS ON
MOTIVATION
01

5. A hungry dog that hears the sound of a bell whilst salivating at the sight
and sound of food would be motivated to seek food when hearing a bell on
subsequent occasions
01 Early Psychological Views On Motivation
→ Human motivation to learn any particular if biological needs were being
met and what kind of reward or reinforcement was provided

6. 01 Early Psychological Views On Motivation
→ A behaviourist would tend to consider motivation largely in
terms of external forces.
assigns homework finish on time

7. 01 Early Psychological Views On Motivation
→ Murray (1938), motivation was defined in term of the “press”
(i.e. The urge, to release the tension and satisfy the needs)
a thirsty person
The Press
can be
hot weather
URGE to
relieve this
discomfort.

8. 01 Early Psychological Views On Motivation
Atkinson (1964) mentioned achievement motivation, which means people
differ quite markedly in their need to achieve or to be successful.
high need for achievement
set ambitious goals
study diligently
external rewards like grades
internal sense of accomplishment and mastery.
may avoid challenging tasks
not invest as much time or
effort into studying
lower need for achievement.
they are not as strongly driven by the desire to
succeed or excel.

9. 02 Cognitive and socio-constructivist views of motivation
What is the view of
motivation in cognitive and
social constructivist?

10. 02 Cognitive and socio-constructivist views of motivation
1. A cognitive view of motivation
● the important factor: choice (choice over the way people behave/ have
control over their actions)
● Motivation is concerned with: why people decide to act in certain ways/ what
factors influence the choice they make
● centre around individuals making decisions about their own action
● Limitation: fail to take account of the influence of affective factors, emotions,
social and contextual influences.
(Williams & Burden, 1997)

11. 02 Cognitive and socio-constructivist views of motivation
Example: There is one
student who is good at
English and always
performs well in the English
exam. For the upcoming
exam, she has the
motivation to try hard to
prepare for the exam and
believes that her efforts will
lead to success.

12. 02 Cognitive and socio-constructivist views of motivation
2. Social constructivist view of motivation
- Centres around the premise that each individual is motivated differently.
- People make their own sense of various external influences surrounding them
that are personal to them, act on their internal disposition, use their personal
attributes in various ways.
- Subject to social and contextual influences (include the whole culture and
context and the social situation, significant other people and the interactions with
other people)

13. 02 Cognitive and socio-constructivist views of motivation
Examples:
A group of students working on a project together. They engage in discussions,
share their ideas, and build on each other's perspectives
=> They are motivated and try hard to achieve good results for the whole group
(motivation to contribute and succeed)

14. 2.1 Intrinsic and extrinsic motivation
02

16. (Csikszentmihalyi & Nakamura, 1989)
Extrinsic motivation Intrinsic motivation
The reason for performing an act: to gain
something outside the activity itself
The reason for performing an act: lies
within the activity itself.
=> The experience of doing something
generates interest and enjoyment.
=> General guideline: Would I do this even
if no reward or punishment followed?
Example: obtaining financial rewards Example: Learning English vocabulary
because of the love for reading English
books

17. Do you follow university
learning programs because of
intrinsic/extrinsic motivation
or both?

18. https://app.sli.do/ev
ent/d5hUCYEZ36vgK
51njBt96C/embed/p
olls/7e8c2016-b73f-4
01e-8545-b30755e2e
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JOIN WITH SLIDO

19. ● The distinction between intrinsic and extrinsic is not watertight
=> One form of motivation influences another/ all factors interacting to
affect each other
● It is important to present tasks which tap into the learner’s intrinsic
motivation both at the stage of initiating and sustaining motivation
=> a consideration of interest, curiosity, challenge etc
(Williams & Burden, 1997)

20. What should we do as an English teacher to enhance your
students’ intrinsic motivation?
Share through Padlet: https://padlet.com/hoangthithanhtrang1211/motivation-wslvgw0rglu7ptdu

21. Listening activities

22. Reading:
Reading for pleasure

24. Writing:

25. Vocabulary:
(Authentic materials
include reading books,
magazines, web pages,
etc)

26. 2.2 A model of motivation
02

27. Deciding to do something
Reasons for doing something
Sustaining efforts/ persisting
REARRANGE THE STAGES

28. Deciding to do
something
Reasons for doing
something
Sustaining efforts/
persisting
REARRANGE THE STAGES

29. ● Reasons for doing something => Deciding to do something =>
Sustaining efforts/ persisting
=> It is non-linear
● Reasons for doing something will affect persistence
● The act of sustaining effort can give rise to further reasons for
actions
(Williams & Burden, 1997)

30. ● Motivation is more than
simply arousing interest but
sustaining and investing
time/efforts/energy to
achieve certain goals.
(Williams & Burden, 1997)

31. Read the story about a Chinese student learning
English and share your application of the interactive
model of motivation.
https://docs.google.com/document/d/15v-ZMp0hM
rLso5BCTEgki3kf-xuAfND5RYLaMaC_heg/edit

32. 3.1. Motivation in Second and Foreign Language
Learning
03

33. Motivation in Second and Foreign Language Learning
Instrumental Motivation Integrative Motivation
Learn a language for practical or utilitarian
purposes.
Learn a language out of genuine interest in
the people, culture, and community that
speaks the language.
(Gardner and Lambert (1972)
They may focus on language skills that are
necessary for their specific goals, like
professional communication or passing an
exam, rather than developing cultural
understanding.
Their motivation is driven by a love of the
culture and a desire to build meaningful
connections with native speakers.

34. Instrumental or Integrative motivation?
1. A student learns English because it is a requirement for university admission or career advancement.
2. David is studying Japanese because he loves Japanese culture and plans to live in Japan one day. He
enjoys Japanese anime and hopes to make friends with native Japanese speakers.
3. Emily is learning Mandarin because her company has decided to expand its business in China. Her
employer requires her to take language classes to facilitate better communication with their Chinese
partners.
4. Jack is learning Italian because his grandmother is Italian, and he wants to connect more deeply with
his heritage. He hopes to one day visit her village and speak with the locals in their native language.
5. Sarah is preparing for the TOEFL exam because she needs a high score to apply for a university
program in the United States. Although she enjoys speaking English, her primary focus is on achieving
the required score.
6. Michael has decided to learn German because he is interested in philosophy, and many of the works
he wants to study are written in German. He feels it’s important to understand the language in order
to fully grasp the ideas.
Instrumental motivation: 1, 3, 5
Integrative motivation: 2, 4, 6

35. TEACHING IMPLICATIONS
Project-Based Learning (PBL):
Let students choose topics they’re passionate about.
Example: “Create a short film about your dream job.”
Gamified Learning:
Turn lessons into games: quizzes, escape rooms, challenges.
Example: Vocabulary treasure hunt or grammar jeopardy.
Creative Expression Tasks:
Art, storytelling, drama to express learning.
Example: Rewrite a scene from a book from a new perspective.
Student-Choice Boards:
Offer several activity options for a learning target.
Example: To learn about the past tense, choose to write a story, make
a comic, or record a podcast.
INTRINSIC MOTIVATION:

36. TEACHING IMPLICATIONS
Reward Systems:
Points, badges, certificates for achievements.Use group points to
encourage collaboration.
Public Display of Work:
Showcase projects in class or online platforms.Example: Create a
class blog or gallery.
Competitions and Challenges:
Friendly class-wide contests.Example: Spelling bees, debate
tournaments.
EXTRINSIC MOTIVATION:

37. 3.2. Learners’ beliefs about themselves
03

38. Locus of causality
● It distinguishes between people who see themselves as responsible for
their actions (origins) and those who see others as responsible (pawns).
● People are origins some of the time and pawns some other time.
● The perception of being an origin fosters responsibility and freedom of
choice, while being a pawn diminishes personal responsibility.

39. Locus of control
● It refers to whether people believe they are subsequently in control of
the their actions.
● In learning, the extent to which learners are in control of their own
learning will affect their motivation to engage.
● In contrast, learned helplessness occurs when people feel they have
no/lack control, leading to a loss of motivation to succeed.

40. Effectiveness motivation
● Self-efficacy is defined as the belief in one’s ability to effectively apply
possessed knowledge and skills and thereby learn new cognitive skills (Schunk,
1898).
● This belief distinguishes capability from performance.
● Learners' initial beliefs about their abilities are shaped by their prior
experiences and aptitudes.
● Learners with high self-efficacy tend to outperform more capable peers.

41. Motivational style
● Learned helplessness: individuals perceive failure as due to lack of ability and
feel they have no control over their actions (Seligman, 1975).
=> often become demotivated, display anxiety and depression, and give up
trying (Dweck & Wortman, 1982).
● A mastery-oriented group attributes failure to lack of effort and uses
mistakes to improve future performance.
● Individuals with high self-worth concern will seek situations enhancing their
sense of self-worth and avoid situations signifying low ability.

42. 3.3. The involvement of significant others
03

43. Role of significant others in Motivation
Learners' personal
feelings about their
teachers, and their
perceptions of their
interactions
How the teacher
presents the
activity and
interacts with the
learner during
the activity
The way the
activity is
presented
The
personality
and nature of
the person
introducing
the activity
The motivation to participate in learning activities is significantly
influenced by the involvement of other people, most often teachers.

44. Effective teacher-student interactions
Provide meaningful
reasons why a task is
helpful for future success
Help learners take control
of their own learning &
set personal goals; foster
a sense of effectiveness in
their ability to carry out
tasks
Ensure their intentions are clear and
that tasks have personal significance
1
3
2

45. Feedback
The effectiveness of feedback
depends on the intention behind it
and how it is perceived by the learner
Feedback can be given through
praise, comments, or even silence
Reinforcement: Feedback, both positive and negative, can act
as reinforcement. However, negative attention can sometimes
be more powerful than positive reinforcement, so teachers
must carefully manage both types of feedback

46. Rewards or Punishments?
https://www.menti.com/al5ibnntkjti

47. Rewards and Punishments
● Schools often use rewards (merits, praise) and punishments (detention) to
motivate students => may work in the short term, but long-term positive
change is limited.
● Praise is generally more effective than punishment, but rewards must be used
cautiously to avoid diminishing intrinsic motivation.
● Risks of over-rewarding:
- Excessive rewards may shift focus from intrinsic enjoyment of the task to
external approval => a loss of interest in the task itself (Lepper and Greene, 1978;
Deci and Ryan, 1985).
- Rewards should be informational (about progress and competence) rather
than controlling to maintain motivation.

48. REFERENCES
Csikszentmihalyi, M. and J.Nakamura. 1989. The Dynamics of Intrinsic Motivation: a study of
adolescents. In C.Ames and R.E.Ames (Eds) Research on Motivation Education, vol.3, Goals and Cognitions.
London: Academic Press
Williams, M. and Burden, R. (1997) Psychology for Language Teachers: A Social Constructivist Approach.
Cambridge University Press, Cambridge.

49. Motivation:
- arousing interests is not enough => create more
meaningful practices to sustain students’ intrinsic
motivation.
- students have choice over motivation => we as
teachers should not impose on them
- to help students enhance their motivation, I must be
well equipped about motivation and understand
motivation first
- motivation is not just internal - it is built through
interactions, support, and context => significant
others play a huge role