Motivating language learners: a classroom-orientated investigation of teachers' motivational practices and students' motivation

The teachers' use of motivational strategies is generally believed to enhance student motivation, yet there is scant empirical evidence to support this claim. This classroom-oriented investigation focused on how the motivational practices of EFL teachers in South Korea related to students' L2 motivation and motivated classroom behavior. In a first phase, the motivation of over 1,300 students was measured by a self-report questionnaire, and the use of motivational strategies by 27 teachers in 20 different schools was examined with a classroom observation instrument specifically developed for this investigation, the Motivation Orientation of Language Teaching (MOLT). The MOLT scheme, along with a post hoc rating scale completed by the observer, was used to assess the teachers' use of motivational strategies. The MOLT follows the real-time coding principle of Spada and Frohlich's (1995) Communication Orientation of Language Teaching (COLT) scheme but uses categories of observable teacher behaviors derived from Dornyei's (2001) motivational strategies framework for foreign language classrooms. The results indicate that the language teachers' motivational practice is directly linked to increased levels of the learners' motivated learning behavior and their motivational state. In a second phase, three high- and three low-motivation learner groups (selected from the initial sample) were compared in order to uncover the students' interpretations and understandings of the quality of their L2 instructional contexts in relation to their motivation and motivated classroom behavior. Results based on quantitative and qualitative data (which were obtained using three new instruments specifically designed for this study) indicated that the motivational practices coexisting with different levels of motivation were woven into the contents and processes of L2 instruction and instruction in general. These contents and processes seemed to stem from teachers' and students' beliefs about what counts as learning in the L2 classroom and what is the best way to learn an L2

Motivating language learners: a classroom-orientated investigation of teachers' motivational practices and students' motivation

The teachers' use of motivational strategies is generally believed to enhance student motivation, yet there is scant empirical evidence to support this claim. This classroom-oriented investigation focused on how the motivational practices of EFL teachers in South Korea related to students' L2 motivation and motivated classroom behavior. In a first phase, the motivation of over 1,300 students was measured by a self-report questionnaire, and the use of motivational strategies by 27 teachers in 20 different schools was examined with a classroom observation instrument specifically developed for this investigation, the Motivation Orientation of Language Teaching (MOLT). The MOLT scheme, along with a post hoc rating scale completed by the observer, was used to assess the teachers' use of motivational strategies. The MOLT follows the real-time coding principle of Spada and Frohlich's (1995) Communication Orientation of Language Teaching (COLT) scheme but uses categories of observable teacher behaviors derived from Dornyei's (2001) motivational strategies framework for foreign language classrooms. The results indicate that the language teachers' motivational practice is directly linked to increased levels of the learners' motivated learning behavior and their motivational state. In a second phase, three high- and three low-motivation learner groups (selected from the initial sample) were compared in order to uncover the students' interpretations and understandings of the quality of their L2 instructional contexts in relation to their motivation and motivated classroom behavior. Results based on quantitative and qualitative data (which were obtained using three new instruments specifically designed for this study) indicated that the motivational practices coexisting with different levels of motivation were woven into the contents and processes of L2 instruction and instruction in general. These contents and processes seemed to stem from teachers' and students' beliefs about what counts as learning in the L2 classroom and what is the best way to learn an L2

Development of speech fluency over a short period of time: effects of pedagogic intervention

This study investigates the effects of a short-term pedagogic intervention on the development of L2 fluency among learners studying English for Academic purposes (EAP) at a university in the UK. It also examines the interaction between the development of fluency, and complexity and accuracy. Through a pre-test, post-test design, data were collected over a period of four weeks from learners performing monologic tasks. While the Control Group (CG) focused on developing general speaking and listening skills, the Experimental Group (EG) received awareness-raising activities and fluency strategy training in addition to general speaking and listening practice i.e following the syllabus. The data, coded in terms of a range of measures of fluency, accuracy and complexity, were subjected to repeated measures MANOVA, t-tests and correlations. The results indicate that after the intervention, while some fluency gains were achieved by the CG, the EG produced statistically more fluent language demonstrating a faster speech and articulation rate, longer runs and higher phonation time ratios. The significant correlations obtained between measures of accuracy and learners’ pauses in the CG suggest that pausing opportunities may have been linked to accuracy. The findings of the study have significant implications for L2 pedagogy, highlighting the effective impact of instruction on the development of fluency

Motivating language learners : a classroom-orientated investigation of teachers' motivational practices and students' motivation

The teachers' use of motivational strategies is generally believed to enhance student motivation, yet there is scant empirical evidence to support this claim. This classroom-oriented investigation focused on how the motivational practices of EFL teachers in South Korea related to students' L2 motivation and motivated classroom behavior. In a first phase, the motivation of over 1,300 students was measured by a self-report questionnaire, and the use of motivational strategies by 27 teachers in 20 different schools was examined with a classroom observation instrument specifically developed for this investigation, the Motivation Orientation of Language Teaching (MOLT). The MOLT scheme, along with a post hoc rating scale completed by the observer, was used to assess the teachers' use of motivational strategies. The MOLT follows the real-time coding principle of Spada and Frohlich's (1995) Communication Orientation of Language Teaching (COLT) scheme but uses categories of observable teacher behaviors derived from Dornyei's (2001) motivational strategies framework for foreign language classrooms. The results indicate that the language teachers' motivational practice is directly linked to increased levels of the learners' motivated learning behavior and their motivational state. In a second phase, three high- and three low-motivation learner groups (selected from the initial sample) were compared in order to uncover the students' interpretations and understandings of the quality of their L2 instructional contexts in relation to their motivation and motivated classroom behavior. Results based on quantitative and qualitative data (which were obtained using three new instruments specifically designed for this study) indicated that the motivational practices coexisting with different levels of motivation were woven into the contents and processes of L2 instruction and instruction in general. These contents and processes seemed to stem from teachers' and students' beliefs about what counts as learning in the L2 classroom and what is the best way to learn an L2.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

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The language learning experiences of students with dyslexia: lessons from an interview study.

Our interview study investigated what experiences Hungarian students with dyslexia have in the language learning group and concerning the general behavior, the instructional methods and assessment techniques of their language teachers. Long qualitative interviews were conducted with 15 students of different ages who studied foreign languages in a variety of educational settings. Our results indicate that the participants generally had negative experiences when studying in groups, especially if the number of students in the group was high, but they enjoyed when they received special attention and the rate of progress was adjusted to their needs. Students with dyslexia were found to be highly appreciative of clear and well-structured explanations and frequent revision opportunities. The students' views confirm the high importance of applying motivational teaching strategies in teaching foreign languages to students with dyslexia and the existence of an indirect link between teachers' attitude to dyslexia, teacher behavior, and language learning effort