Motivational Strategies in Language Instruction
Introduction
The purpose of the research proposal is to explore the motivational strategies
employed by educators, policy makers and those needed by student of language
instruction. In addition, the objective is to identify the shape of the motivational strategies
that are needed to teach the language. No doubt, motivation is a key and useful
management tool that policy makers and administrators employ to achieve policy
ambitions.
Language instruction especially teaching the foreign language has significant
benefits and has attracted governments, educational institutions, foundations to set up
programs for the teaching of foreign language. One of the reasons is as we lived in the
global connected world; language plays an essential role to enhance understanding,
corporation and cultural exchange (Martin, Ginns, & Papworth, 2017). In fact, it is very
common to find a department of modern languages in every university, which gives the
opportunity to both students and instructors to conduct research and promote the
understanding and literacy of such languages. It is therefore important to identify what
are the desired motivational strategies to make the teaching of foreign languages
effective, in other words what are the instructors’ and students’ preferences as a
motivational strategy.
The research will review resources such as academic articles, journals, books, and
annual reports for educational institutions and foundations whose activities related to the
teaching of foreign languages with the objective of providing answer to motivational
dynamism of teaching languages. In the end, the research paper will provide a set of
recommendation as a motivational strategy for the teaching of foreign.
In the teaching and learning of foreign language both the teachers and the students
have their own motives, in other words each part has expectations. In order to ensure that
the expectations are aligned, there is the need for discussion and collaboration to
understand each side desires. The management function of motivation comes to build a
relationship that could make both expectations of the teachers and students achievable
(Zylstra, 2017, June). In this context, the teaching of foreign language fits into finding out
what is desirable collaboration between teachers and students to make the teaching of
foreign languages mutually beneficial to both.
Therefore, we can state that motivation once adopted in the teaching and learning
of foreign language it will enhance cognitive learning that understands of comprehension.
It is based on this importance that the paper seeks provide a thorough recommendation of
an ideal motivation strategy to improve the actualization both teachers’ and students’
expectations in the teaching and learning of foreign language, respectively (Ding, Kim, &
Orey, 2017).
How to improve student motivation
1. Offer a sense of control to students
It is of great importance in giving students a chance to decide on what needs to be in the
classrooms and take control of some of their activities. When giving examples, it
motivates to ask students to choose from an exercise which question a teacher should use
a s an example in making them develop a better understanding of a topic (Jones, 2017).
2. Make clear objectives
As an instructor, clear objectives must be defined to help students understand of what is
expected of them and the learning objectives. Nothing can be beneficial if they study
without knowing what should be gained from such a study. When a course is beginning,
clear objectives and goals must be laid down to help students set targets towards
achieving the recommended outcome of every lesson (Martin, Martin, & Evans, 2017).
3. Ensure the environment is threat-free
Threatening students with punishment or any other way of making them fear can lead to
poor performance in learning. A safe and secure environment must be created to allow
proper communication and expressing their views without fear of the consequences of
their opinions and responses (Schiefele, 2017).
4. Use a different scenery
Learning from a comfortable classroom is good but once in a while there should be
change of environment. Having a new place to listen to teachers and perform experiments
can be motivating to students. Using the same place every day can make the classroom
dull hence a need for change of scenery to enable refreshment of minds (Xiang, Ağbuğa,
Liu, & McBride, 2017).
5. Use a variety of experiences
Students have different understanding capabilities, hence different ways of explaining
concepts should be derived to help them all understand. Mixing lessons helps to capture
the attention of every student hence all become attentive and active (Lerdpornkulrat,
Koul, & Poondej, 2018).
6. Encourage positive competition
Competition is healthy and it offers motivation among students. When the instructor
gives a promise on better performance rewards, everyone in class strives to become
perfect and perform well in assignments and exams to manage take home the reward.
Teamwork and groups motivate competition as everyone among the group or team needs
to showcase their understanding on the given topic (Liem, & Chong, 2017).
Literature Review 1
The field of Management and Educational Administration studies, in general, has
a great body of literature on motivation as a critical management function that influences
both employers and employees and for any relationship setting, be it between or among
partners or stakeholders, such as teachers and students. Rainey (2009) and Moore (1995)
provide a thorough background in this context utilizing management and motivation
theories. Rainey identifies the order of human needs for any setting or agenda. The first's
identification was the physiological needs, and this includes the desire to be free from
hunger, thirst, and fatigue. The second was safety needs, and this involves free from any
bodily harm. Thirdly, it entailed the needs for love, affection or belonging to social units
and groups. Fourthly, it also includes self- esteem needs and this involved having a sense
of achievement, confidence, and recognition. Lastly, it requires self- actualization needs
and this implies becoming everything one can become.
To understand the motivational theory, Rainey (2009) and Moore (1995) also
discuss the factors of motivation. In general, the elements deal with policy and
administration, such as supervision, working conditions, status, and personal life whereas
motivators are connected to factors, such as achievement, recognition, the work itself as
well growth. Moreover, motivation theory also explores the concept of equity or fairness
(Ansong et al. 2017).
A vast body of knowledge has examined motivational strategies to the teaching
and learning of foreign language. It is observed that numerous methods of teaching and
learning are necessary to stimulate the students to acquire a second language. In the
article "Motivational Strategies in the Language Classroom," Dornyei (2001)
demonstrates the different motivational methods to learn a language. Also, the author
states Motivation is easier, as the idea of gravity, to describe (based on external visible
aspects) than to give its actual meaning. However, that did not prevent people from
giving it a try (Dornyei, n.d. p.7).
It is essential for both the teacher and the students to implement multiple learning
strategies in the classroom. “Learning Strategies in Foreign Language Instruction” by
Chamot & Kupper (1989) evaluated different teaching and learning techniques and
discussed how student data changed according to the different techniques used and how
they were utilized. “Generally, successful learners applied learning concepts frequently,
suitably, with greater variation, and in methods that assisted them to finish the activities
successfully” (Chamot & Kupper, Pg. 5). When different methods and strategies are
utilized and adapted in the classrooms, students’ motivation improves and they are more
likely to succeed.
In the paper "Motivation and Motivating in the Foreign Language Classroom," by
Dornyei (1994) explores motivation when it comes to L2 learning. Motivation drives
people into studying a different language. The past three decades have seen a significant
series of studies paying attention to the concept of motivation in learning L2 (Dornyei,
1994, p.2). Dornyei (1994) also noted that "L2 learning presents a unique situation due to
the dynamism and the role the language plays. L2 learning has its challenges that go
beyond the simple concept of understanding new information or ideas. On top of the
surrounding and cognitive aspects, which are normally related to learning in current
educational psychology; it involves numerous dispositional attributes and social
components" (Dornyei, Pg. 3). Thus, the student's motivation in an L2 class must to be
observed and assessed differently than any other class and using multiple techniques are
even more necessary to keep motivation working.
. In a study conducted in Taiwan pertaining to learning English as an additional
language, discussions revolved around the results of a questionnaire, which revealed that
Taiwanese English teachers answered what they consider important and how to utilize
some motivational strategies often (Cheng & Dornyei, 2007). In their response to the
surveys, the participants rank how critical and frequently they, as educators, organized
and demonstrated these approaches in their classroom settings. These criteria included
features of teacher behavior such as making sure that students know that they are cared
for, establishing a good link with their students, and demonstrating how enthusiastic they
are for teaching. It also includes sharing with students the importance of experience in the
language that they are learning and being authentically one's self in the classroom. More
importantly, there was a separate category that referred to students' efforts and
achievements. In this study, the teachers rank how crucial and often they recognized their
students' efforts and achievements, monitored students' progress and celebrated their
successes, made sure that grades reflected students' effort and hard work, and promoted
effort attributions. Furthermore, the questionnaire included elements of promoting
learners' confidence by supplying the students with positive feedback and diverse
learning techniques so that they can take charge of their learning. On the other hand,
scales and constituent strategies were reassuring the students to keep trying harder,
designing tasks that students can do with their level skill, and promoting understanding
and communication in learning a foreign language over perfect accuracy in grammar.
Having a conducive classroom environment involves the creation of sections that can
serve as a support mechanism. The technique will enable students not to be afraid to take
risks with material for which they are not 100% comfortable with or confident. Lastly,
the method will warrant students starting each class with a short, engaging activity.
The remaining aspects of the study focused on presenting students with tasks as
well as providing them with clear instructions that take into account modeling and
explaining to the students the importance of such undertakings. It also confirms the need
for improving students' goal setting by assisting them in developing a real belief on
language learning, which enables them to discover their needs and build them into the
curriculum. Moreover, it also encourages the students to set and attempt to meet learning
targets, and have their class aim regularly reviewed for its achievement. It is essential to
break the routine by changing the teaching styles, and bringing diverse and interesting
topics to lessons. Monotony can also be killed by using different teaching aids, such as
visual and auditory, including novel and fiction elements to tasks, encouraging students’
creativity, and appropriately designing tasks that are challenging for students to enjoy
learning.
Finally, the author mentioned the importance of motivating students to practice
the foreign language outside of the classroom, understanding the cultural background of
the target language and including real cultural materials. Also, it is useful to invite senior
students to speak about their experiences with learning the language, and if possible
inviting native speakers to visit the class. Moreover, it is vital to support learner
independence by adopting a "facilitator" role while inspire peer training and group
presentations, leaning self-motivating concepts, enabling learners to evaluate themselves,
and engaging the them in the design of the foreign language course.
Result from the survey indicated that a significant number of the teachers rated
these methods highly despite the fact that their application was dismal. Most probably,
student's motivation would have been significant if these techniques were in more
frequent use.
As any class progresses, it is probable that students’ motivation can decrease. It
may be due to class materials or expectations, which are becoming unexciting and maybe
there are other external resources or activities distracting them. To avoid such a situation,
it is crucial to demonstrate to the students that the teacher still cares about their classroom
participation. Additionally, the teacher in their capacity as head of the classroom must
take charge of addressing demotivation to raise student’s confidence and enthusiasm.
The above analysis indicates that students also have preferences or motivations
for learning a second language. Significant studies and literature in this area provide
answers to this dynamism. Students are humans, and their desires fit into any
motivational theory framework as it is seen applicable to workers of any occupation or
social setting. In support of this concept, Oxford and Nyikos (1989) argue that by using
appropriate learning techniques, students take responsibility for their studies and increase
their independence and self- direction. It enables students to develop their models of
understanding a foreign language, and that will dramatically improve their
comprehension.
Horwitz (1985) also supports students’ choices in the teaching of foreign
languages because teachers need to incorporate them into lessons. Therefore, it is highly
recommended to assess students’ beliefs in the learning of foreign languages, so that they
can get incorporated into the teaching methods. Nonetheless, in a critical reflection to
students’ desires to learn a second language, Schmidt et al. (1996) argue that in some
instance constraints exist, which are supported by internal learning structures. It could
serve as a barrier when variables such as age and gender differentiation in public
institutions stop student goals. For instance, a study conducted in Egypt demonstrated
that these variables are at the center stage of their educational system and affect students’
interaction preferences. On the other, internal systems, such as the adoption of English as
an L2 in the educational system makes it a bit more comfortable for students to
understand it, as it is part of the national curriculum.
A report from a study conducted by the Modern Language Association in 1991
revealed that Asian languages are recording high admissions rates in America at the
universities (Gardner & Trembley, 1994). The languages are not only involving but are
also rained as second languages (SL), where reliable language contribution may not be
gracefully accessible outside the learning rooms. Frequently, with a symbol-based SL,
learners' enthusiasm should be elevated to a whole new level, since tenacity and will
power are required to handle the stress of a difficult language (Gardner & Trembley,
1994). Also, in coping with complicated languages, students often have to acquire and
use a vast array of learning practices to assist in the assurance of triumph. However,
aspects favoring one’s motivation to learn a language are still a matter of debate. There is
no absolute clarity on the relationship between motivation and the persistent attention or
triumph or flop in understanding a language, mostly in an SL environment. It may as well
not be vivid the impact motivation has on choices about application of learning strategies
(Gardner & Trembley, 1994).
Nida (1956) argues that studies on motivation initially only focused on a binary
principal motivational angle of language students (p.3). Currently, research works have
demonstrated several at play. In the context of the literature review, two separate
concepts of motivation will be tackled. They include the Gardner’s and the Dornyei
models. Finally, a review of learning concepts will be highlighted to demonstrate the
significance of tactics in language education practices (Nida, 1995, p.3).
Motivation
It is an aspect that carries a unitary integrated definition. Instead, emphasis is on
what particular aspects combine to elicit motivation. A summary of a study on
motivation, just affirmed that stimuli influences the degree to which students persist in
acquiring language skills, the character they embrace, and their accomplishsment
(Oxford, 1994b). On that note, motivation is explained as the processes that can awaken
and initiate action, assign a purpose to it, continue the persistence tend, and lead to the
preference of a particular behavior (Oxford, 1994b). The two models of stimulation
mentioned earlier on in this study also focus on particular apsects that affect motivation.
Gardner’s Concept
Gardner became a members of the research initiators in additional language
learning who concentrated on motivation. He defined motivation based on four parts
which include; a goal, hard work to attain it, desire to reach it, and positive attitude
towards the goal (Gardner, 1985).
However, an objective was not viewed as a quantifiable constituent of stimuli.
Instead, it considered being a stimulus that led to impetus. Gardner (1985) also defined
the reason for learning a second language and identified them as orientations. The first
one is as a result of integration. One may be attracted towards a particular community and
wish to integrate with them; therefore, they have to learn the new community's culture by
using their language (Gardner, 1985). The second one is due to instrumental reason. It is
a functional reason where one has to understand a particular language for a job
promotion, or it is a requirement to learn it (Gardner, 1985). However, in his definition of
motivation, he set aside the orientations and motivation. He viewed motivation as a
composite of three traits, which may or may not have connections to the orientations
(Gardner, 1985). The characteristics comprise of the attitude, desire, and motivational
intensity towards learning a language. For instance, the integrative orientation could
suggest the reason as to why one decided to learn a language, which includes the desire
for one to be part of the target community. Gardner & Tremblay (1994) argue that the
aspect by itself demonstrates an objective that may or may not have motivational
authority. Conversely, the integrative purpose included this perspective as well as the
stimuli, which involved desire, stimuli intensity, as well as other attitudes pertaining to
the focus language group (Gardner & Tremblay, 1994).
Gardner's social-informative concept of stimuli concentrated on the integrative
reason. Motivation became the core aspect of the idea, nevertheless, there existed other
components that affected this, like integrativeness and opinions. Other aspects that
shaped individual variances were considered to be complex elements (Gardner, 1985).
Criticism of Gardner’s Model
Gardner got criticized for paying much attention to the integrative motive. Oxford
(1996) conducted a study that went beyond the concept of integrative orientations. They
concluded that motivation is subject to both inner and exterior factors. The four interior
and attitudinal aspects identified included; concern for the language is owing to
prevailing perceptions, experience, and contextual understanding, significance (some
desire being fulfilled by the language), the anticipation of success or failure, and
outcomes (Oxford, 1996).
Dornyei’s Concept
Dornyei also became a concerned party with widening the scales of the model of
motivation past the two orientations, especially in the FL environment (Dornyei, 2001,
p.1). He argued that the precise character of the societal and realistic elements of new
language stimuli often relies on who acquires what language and place (Dornyei, 2001,
p.3). He farther stated that in an SL situation, a helpful angle would generate a significant
effect on language students. He developed a theoretical approach to FL learning
motivations that could take into consideration some of the expanding aspects of
motivation (Dornyei, 2001, p.4). He established three levels of factors that included not
only the orientation but also the particular situations that took into account the student
and the surrounding context (Dornyei, 2001, p.8).
Dornyei & Ryan (2015) state that the first level takes into account the language,
which includes both integrative and helpful motivational sub models that are concerned
with reactions and opinions towards the desired language.
The second segment pays attention to the student. It concentrates on an
individual’s response to the language and the school (Dornyei & Ryan, 2015). He also
crafted cognitive theories of motivation for this level. They view motivation as a function
that is subject to a person’s thoughts, not drive, instincts, desires, or state. Action results
after one has encoded information and changed them to beliefs (Dornyei & Ryan, 2015).
Various cognitive theories aspects like learned weakness, a withdrawn, pessimistic
condition that arises when an individual feels success is beyond reach, could be
incorporated into this model (Dornyei & Ryan, 2015).
The third level consists of learning institutions, which pay attention to particular
motivational components related to the tutor, the line of study, and the members of the
class with which they interact (Dornyei & Ryan, 2015). The level also takes into
consideration intrinsic and extrinsic motives in various areas. Ushioda & Dornyei (n.d.)
state that extrinsic motivation occurs when one does something because of the external
reward they are likely to get, whereas intrinsic motivation takes effect when one does an
activity because they will get sufficient rewards from it. The two motives are not
necessarily rivals. However, in some instances, extrinsic motivations can weaken the
intrinsic ones (Ushioda & Dornyei, n.d.). Conventional school surroundings often
encourage extrinsic motivations, but in the light of some situations classroom benefits
can be associated with or can trigger intrinsic stimuli (Ushioda & Dornyei, n.d.).
Dornyei (2001) asserted that the respective levels seem to bear an independent
effect away from others (p.14). Each of the three exerts influence independently of the
others and can cancel the resultant outcomes of the motives connected to the other
preceding levels (Dornyei, 2001, p15).
Learning Strategies
They are operations utilized by students to facilitate gaining, storage, retrieval,
and use of information. They also comprise of particular actions taken by learners to ease
the learning process, make it faster, pleasant, self-directed, efficient, and applicable to
new situations (Oxford, 1994b). Language learning concepts include procedures
consciously selected by students and may lead to actions aimed at enhancing acquiring or
application of a new language by storage, holding, remembering, and utilization of its
information (Oxford, 1994b).
The hunt for learning strategies began when interest focused on understanding
what makes an individual an excellent learner of a language (Oxford, 1994b). The
research sought to address the assumption that the split between a good and an
unsuccessful one is based on the quantity and quality or a cocktail of the two that students
of each group utilize. At this juncture, it is vital to separate the meanings of learning a
language and its acquisition (Oxford, 1994b). Learning involves a mindful focus on the
language guidelines whereas getting it is a reflexive and impulsive incidence in an innate
language setup that contributes to fluency in conversation.
Learners at any level employ strategies. In most cases, proficient language
students employ a broad scope. Concepts applied by a learner are dependent on the task,
level of the student, their age, the learning context, the mode of learning used, and
cultural variances (Oxford, 1994b). Findings from recent studies have revealed that the
victory of learning a language is subject to the quality of strategies employed and not the
quantity. Learners who have successfully mastered a language do not engage additional
concepts but instead utilize varied combinations (Oxford, 1994b). They can use policies
that are suitable for the task.
Introduction
The chapter describes the research methods employed in evaluating the role
motivation plays in learning a new language. Research methodology comprises of a set of
procedures or techniques used to conduct the research. It also entails the methodology,
selection of participants and setting, method and instrumentation, data collection, and
data analysis.
Methodology 2
The study will use the action research methodology. The practice is research
initiated with the aim of solving an immediate problem or a reflective procedure of
progressive solutions to problems led by people working together as a group or as a
section of a community of practice to make better the approach they use in addressing
concerns and solving problems (Goddard & Melville, 2011). It can either embrace a
participatory or a practical approach. The purpose of the strategy is to solve a specific
problem and produce the basis for best practice.
Action research involves active participation in changing a situation, mostly
through the existing institutions, while correspondingly conducting studies (Mcniff,
2017). It can also include more large firms or facilities under the stewardship of
professional researchers, with the goals of enhancing their policies, practices, and
knowledge of their practicing surroundings. It engages in comparative research on the
conditions and consequences of different types of social action and research leading to
social action using an action inquiry cycle (Mcniff, 2017). The action inquiry cycle
involves a process that follows a cyclic path that seeks to improve a practice by
systematically revolving around taking action in a scope of practice, and inquiring into it
(Mcniff, 2017).
Figure 1: A primary Action Inquiry Cycle(Mcniff, 2017)
The methodology has been adopted for this study because it seeks to understand
and improve the motivation process that governs the learning agility of a new language.
In language motivation, the inquiry process is conducted by and for those seeking to
understand what motivates one to learn a new language and how the whole effect can be
extended to others to encourage them to undertake the same exercise (Goddard &
Malville, 2011). It helps learners and their tutors to engage in actions that refine and
improve their experience.
Language practitioners who practice in this methodology can readily establish its
empowering experience (Goddard & Malville, 2011). The positive effect is because the
exercise is relevant to the participants. Relevance is assured since the researcher the focus
of the study and they are usually the primary beneficiary of its findings (Gupta, 2011).
Selection of Participants and Setting
The study populations for the research would be a purposeful sample selected
from three different programs within the King Saud University. The students would be
identified as the best fitting for the study will be more or less connected to a new
language learning procedure. The study group would be consisted of students from a
school where performance in computerized English tests is high (College of Medicine), a
school with average scores on the same (College of Engineering), and a school whose
performance in the test is low (the Animal Science Program). The performance levels for
the different programs would be used in the study based on the students’ results in
English exams.
The study would utilize the services of a structured questionnaire that the
participants would require to fill accurately. About 12 English language teachers would
be obtained from the different schools in the university. All the participants would be told
that their inclusion is voluntary.
Method and Instrumentation
The questionnaire would utilize in this study as a data collection tool is generated
by Attitude/Motivation Test Battery (ATMB) (Harrell & Bradley, 2009). The survey will
have five sections. The first part will obtain the participant's information such as their
age, gender, level of study, and their performance level in English exam. The second and
the third sections will include fourteen statements that will represent the driving force
behind the students' choice to study English, seven of which will involve practical stimuli
and the other seven consisted of integrative incentives. Each statement had a six-point
scale that identified the level of agreement or disagreement of the students with each
account. The range will allow a student to response by choosing actively, reasonably or
faintly oppose, and the same three items corresponded to the agreement section. The
fourth part is an open-ended section that will require the participants to give a description
of any force that could have driven them towards choosing to study English and are not
listed in the second and the third sections. The section will allow the respondents to react
to any other stimuli they could possess, and it was not captured in the listed parts. The
fifth part will allow the participants to make an assessment of themselves about their
level of performance in English by selecting on the evaluation scales. It consists of
entries such as very weak, weak, fair, strong, very strong and excellent.
A copy of the questionnaire would be sent to the selected teachers, and they will
invite their students to participate in the study. They should set the time and the place for
the survey that are best for the respondents. The teachers also should make sure that the
students understand the instructions and instruct them to respond to the questions in an
honest manner.
Data Analysis
The study intends to employ different data analytic tools to evaluate the results of
the questionnaires. There are two types of motivators that are under investigation in the
research (Gupta, 2011). They include either the active or the integrative motivators. The
responses given by the students will be appropriate to generate the desired statistics for
the two motivators. An analysis of the two involves a paired t-test method to compare
their means (Sarantakos, 2007). Sarantakos (2007) states that each t-test type used is used
to revise down the data to one t-value. The calculated value is used to examine the
sample mean to the null hypothesis and include both the sample size and the variability in
the figures. If the t-value is zero, it implies that the sample matches the null hypothesis
(Sarantakos, 2007). The variation of the sample estimate with the null hypothesis is
called the effect size (Sarantakos, 2007).
The students’ scores from their English exams and the data from the questionnaire
will undergo a correlation test (Sarantakos, 2007). The aim of the test is to establish if
there exists any relationship between the factors stimulating the students and their level
of achievement in learning the language.
Limitations of the Study
I believe that the study will encounter some challenges. For instances, students
will left out some of the essential fields, or do not pay attention to the instructions and,
therefore, they will provide answers appropriately. If the students answered all the
questions appropriately with the purposed intention and had enough time to give
feedback, the quality of data collected would provide a more valid result.
Summary
The action research methodology would utilize both the qualitative and
quantitative approaches. For descriptive results, the study would conduct interviews with
the students, which constituted the qualitative method. The research would also allow for
the participation from different fields of study at random. Upon completion of data
analysis, the findings will be tabulated and presented in graphs and charts.
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