The document discusses motivation and its importance in learning. It defines motivation as the force that ignites desire and sustains effort to achieve goals. Motivation can be intrinsic, originating from within due to interest, or extrinsic from external factors like rewards. While extrinsic motivation has weaknesses, researchers favor intrinsic motivation for long-term retention. The document provides strategies for teachers to increase student motivation through fostering autonomy, recognition, relevance and other means.

1. MOTIVATION
Classroom Skills – Module 1

2. What is motivation?
What is motivation to learn?

3. It is what ignites our desire to begin a task;
It helps us sustain the effort required to work towards
and achieve our goals;
It is the process of generating actions, sustaining
them, and regulating the activity;
It is the force or energy that results in engagement.

4. Classification of Motivation
Extrinsic
Intrinsic

5. Extrinsic - comes from external sources such as receiving
a reward or avoiding a punishment (prizes, grades,
positive feedback).
Intrinsic - originates from within; leads students to do
things because they find them enjoyable, interesting, or
exciting (feelings of competence and self-determination).

6. Which form of motivation is
more powerful?

7. Researchers and educators (Piaget, Krashen,
Maslow, Bruner, Montessori, Steiner, Freire, Rogers)
strongly favors intrinsic drives, especially for a long-
term retention.
One of the principal weaknesses of extrinsically-driven
behavior is its addictive nature.

8. Can your English classroom
become a place where extrinsic
elements are diverted into a more
positive direction?

9. school curriculum learner-centered, individualization
parental expectations family values
tests and exams self/peer-evaluation, portfolios
immediate gratification long-term goals, the big picture
competition cooperative learning, group work
never fail risk-taking, innovation, creativity
Extrinsic Intrinsic
pressures innovations

10. Motivation and the
EFL Classroom

11. - It takes time and effort to become proficient in the
language.
- Students will see positive effects from their efforts, such
as enjoying the learning process, receiving constructive
feedback and good grades, and improving their language
abilities.
- EFL students often have fewer opportunities than ESL
students to use the language in a meaningful way.
- The curriculum is rigid.
- English language learning is not seen as interesting or
relevant to the students’ needs.

12. Now that you are more aware of
the factors that affect student
motivation, how can you increase
your students’ motivation levels
to learn?

13. Motivation Survey
Student Interest Questionnaire

14. Have you ever carried
out a survey like this
with your students?

15. Lack of Motivation

16. - lack of success over time/lack of perception of progress;
- uninspired teaching;
- boredom;
- lack of perceived and relevance of materials;
- lack of knowledge about the goals of the instructional
program;
- lack of appropriate feedback.
David Nunan, 1999

17. - attributions to intellect rather than effort;
- emphasis on competition rather than collaboration;
- no or few displays of student work;
- no scaffolding for learning a new skill;
- ineffective / negative feedback;
- lack of connections;
- too easy / too difficult tasks;
- negative class atmosphere;
- punitive classroom management;
- slow pacing;
- emphasis on finishing, not learning;
- sparse, unattractive classroom;
- poor planning.
Anita Woolfolk, 2007

18. What other reasons for
students to be
unmotivated can you
think of?

19. Motivational Strategies

20. - messages of high expectations;
- communication of the importance of the work;
- clear goals and directions;
- connections across the curriculum;
- attributions to effort;
- encouragement to risk-taking;
- games and play to reinforce concept or review material;
- home-school connections;
- multiple representations of a task;
- positive classroom mangement and praise;
- stimulation of creative thought;
- opportunities for choice;
- value students
- communicate caring
Anita Woolfolk, 2007

21. - set a personal example with your own behavior;
- develop a good relationship with the students;
- increase the learners’ linguistic self-confidence;
- make the language classes interesting;
- promote learner autonomy;
- personalize the learning process;
- increase the learners’ goal-orientedness;
- familiarize learners with the target culture;
- create a pleasant relaxed atmosphere in the classroom;
- present the tasks properly.
Zoltan Dornyei and Kata Czizer, 1998

22. Motivation to Learn in School
Six areas where teachers make decisions that
can influence student motivation to learn:
T: task
A: autonomy
R: recognition
G: grouping
E: evaluation
T: time
Carole Ames,1990

23. Which of the strategies
presented here do you
normally use with your
groups?

24. Maslow’s Hierarchy of
Needs Theory

25. Abraham Maslow, 1970

26. Abraham Maslow, 1970
- be authentic;
- become world citizens;
- find their vocation and right mate;
- know that life is precious;
- be good and joyous in all kinds of situations;
- learn from their inner nature;
- see that basic needs are satisfied;
- appreciate beauty and other good things in life;
- understand that controls are good, and complete abandon
is problematic;
- transcend trivial problems;
- try hard to deal with serious problems such as injustice,
pain, suffering and death;
- be given practice in making choices.

27. Is your school environment
meeting the needs of all
your students?

28. To Sum Up