motivation tesol 2

MOTIVATION OFTHE NEXT GENERATION STUDENTS AND THEIR

TEACHERS

Defne Akıncı Midas

English Language Education Association

ENGLISH LANGUAGE EDUCATION ASSOCIATIONTURKEY

TESOL 2014 International Convention and Language Expo Oregon, Portland

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http://www.inged.org.tr


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WHAT IS MOTIVATION?

The inner push that

•makes us do something and

•helps us continue doing it

– no matter how hard it may be

(willingness, driving force, ignition and fuel, determination)


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WHAT IS MOTIVATION?

• Strictly speaking, there is no such thing as ‘motivation’ (Zoltan Dörnyei).


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WHAT IS MOTIVATION?

Motivation explains

•WHY people want to do something,

•HOW HARD they are going to pursue it and

•HOW LONG they are willing to sustain the activity(Dörnyei).

(choice, effort & persistance)


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WHAT ELSE IS MOTIVATION?

Motivational theories attempt to answer questionsabout:

•WHAT gets individuals moving and

• towards WHATactivities or tasks

(energization and direction) (Pintich, 2003)


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WHAT ELSE IS MOTIVATION?

• Intrinsic and external forces that account for the initiation, selection and direction of behavior towards a goal (Babaee, 2012)

• Some kind of internal drive that pushes someone to do something (Harmer, 2001)


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WHAT ARE DEMOTIVATORS?

• Demotivators: Specific external forces that reduce or diminishthe motivational basis of a behavioral intention or an ongoingaction (Dörnyei, 2005).

• Amotivation: The relative absence of motivation that is not caused by a lack of initial interest but rather by the individualsexperiencing feelings of incompetence and helplessness whenfaced with the activity (Deci & Ryan, 1985)


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DEMOTIVATION - MOTIVATIONSOURCES OF DEMOTIVATION SOURCES OF MOTIVATION

• Low self-efficacy beliefs• Anxiety / inhibition• Dislike of teacher/learning

context• Low achievement (low grades)• Little relevance between future

use and current study• Attitude towards lang/culture• Lack of interest in / boredom

with L2 topics / activities

• Confidence / self-efficacy• Rapport with teacher / classmates• Enjoyment / interest• Expectations and attribution of

success• Possible gains• Nature of learning environment• Relevance to future needs• Parents / family / friends• Attitude towards language – target

culture, community

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11Creating the basic motivational conditions

Generatinginitial motivation

Maintainingand protecting

motivation

Encouragingpositive

retrospective self-evaluation

METU ENTRANTS OF 2013• They like / prefer test-type practice materials. They are test-

maniacs.

BUT

• They do not know how to work with test-type practicematerials. They are test-naive. They do not:• realize how to prepare for the practice materials. • know how to go over their correct and wrong answers. • know what to do with their answers. • see the relationship between classwork, objectives, syllabus

and the practice materials / test questions. TESOL 2014 International Convention and Language Expo Oregon, Portland

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motivation

Encouragingpositive


CREATING THE BASIC CONDITIONS14

• Appropriate teacher behaviors

• Show enthusiasm

• Have commitment to and expectation of students’ learning

• Establish good relationship with the students

• Establish good relationship with the students’ parents

• A pleasant and supportive atmosphere in the classroom

• Establish rapport

• Help students have supportive / pleasant relationship with each other

• Use humor

• Let students personalize the classroom setting

• A cohesive learner group with appropriate group norms

• Create a cohesive learner group

• Establish constructive group norms



• Show enthusiasm

• Have commitment to and expectation of students’ learning

• Establish good relationship with the students

• Establish good relationship with the students’ parents

• A pleasant and supportive atmosphere in the classroom

• Establish rapport

• Help students have supportive / pleasant relationship with each other

• Use humor

• Let students personalize the classroom setting

• A cohesive learner group with appropriate group norms

• Create a cohesive learner group

• Establish constructive group norms



• Commitment to and expectation of students’ learning

• Offer concrete assistance

• Offer to meet students individually

• Respond immediately when help is requested

• Correct tests and papers promptly

• Send learners copies of relevant / interesting articles

• Arrange extracurricular instructional programs

• Encourage extra assignments

• Allow students to reach you outside school hours

• Be available




motivation

Encouragingpositive


GENERATING INITIAL MOTIVATION19

• Enhancing the learners’ language related values andattitudes

• Increasing the learners’ expectancy of success

• Increasing the learners’ goal-orientedness

•Making the teaching materials relevant for the learners

•Creating realistic learner beliefs


• Enhancing the learners’ language related values andattitudes

• Increasing the learners’ expectancy of success

• Increasing the learners’ goal-orientedness

•Making the teaching materials relevant for the learners

•Creating realistic learner beliefs


• Increasing the learners’ expectancy of success• Provide sufficient preparation•Offer assistance• Let students help each other•Make the success criteria as clear as possible•Model success• Consider and remove potential obstacles to learning




motivation

Encouragingpositive


MAINTAINING AND PROTECTING MOTIVATION

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•Making learning stimulating and enjoyable

• Presenting tasks in a motivating way

• Setting specific learner goals

• Protecting the learners’ self-esteem and increasing their self-confidence

• Allowing learners to maintain a positive self-image

• Promoting cooperation among the learners

• Creating learner autonomy


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•Making learning stimulating and enjoyable

• Presenting tasks in a motivating way

• Setting specific learner goals

• Protecting the learners’ self-esteem and increasing their self-confidence

• Allowing learners to maintain a positive self-image

• Promoting cooperation among the learners

• Creating learner autonomy


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• Setting specific learner goals• Encourage learners to select specific short-term goals for

themselves• Emphasize goal completion deadlines and offer ongoing

feedback• Use learner contract methods with students to formalize their

goal commitment


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• Setting specific learner goals• Encourage learners to select specific short-term goals for

themselves• Emphasize goal completion deadlines and offer ongoing

feedback• Use learner contract methods with students to formalize their

goal commitment




motivation

Encouragingpositive


ENCOURAGING POSITIVE SELF-EVALUATION

• Promoting motivational attributions

• Promoting motivational feedback

• Increasing learner satisfaction

• Offering rewards and grades in a motivating manner


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• Promoting motivational feedback

• Increasing learner satisfaction

• Offering rewards and grades in a motivating manner


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• Promote effort attributions• Provide effort feedback• Refuse to accept ability attributions• Model effort-outcome linkages• Encourage learners to offer effort explanations


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• Promote effort attributions• Provide effort feedback• Refuse to accept ability attributions• Model effort-outcome linkages• Encourage learners to offer effort explanations


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motivation

Encouragingpositive


EXPERIENCED TEACHERS’ DEMOTIVATORS

• Routine turning into monotony – little space for surprises

• Disappointment in self – not having raised to other positions

• Disenchantment

• Outside stressors and responsibilities

• Loss of hope for a better syllabus / system

• Clashes with admin

• Students


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WHAT TO DO?

• Find an area of interest for professional development.

• Do not try to be a hero/heroine. Do not try to save all.

• Change level / student group / course from time to time.

• Opportunities for career advancement in workplace.

• Establish or join a Professional interest / support group: teachers anonymous

• Leave your work at work.


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CONCLUSIONS

•Generations change as time goes by. We need to adaptto the changing characteristics in students to be able toreach them.

•Motivation is vital in instruction. We need to nurtureour motivational needs as well as those of thestudents. This will create a momentum and reflect backon the teacher.

•Do not overkill. The more your «strive», the higher yourexpectations, the more bitter you become.


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SOURCES:

• A portrait of generation next: millennials : How young people view their lives, futuresand politics. Pew Research Center for People and the Press. January 9, 2007.

http://taylorprograms.com/images/Gen_NeXt_article_HLC_05.pdf

• Bernaus, Merce & Gardner, Robert C. 2008. Teacher motivation strategies, studentperceptions, student motivation, and English achievement. The Modern Language Journal, 92 / iii, pp 387-401.

• Dörnyei, Zoltan. 1998. Motivation in second and foreign langage learning. Language Teaching, 31/3, pp. 117-135.

• Dörnyei, Zoltan. 2007. Motivational Strategies in the Language Classroom. CUP.

• Sinclair, Clair. 2008. Initial and changing student teacher motivation andcommitment to teaching. Asia-Pacific Journal of Teacher Education, 36:2, pp. 79-104.

• Roth, G., Assor, A, Kanat-Maymon Y, & Kaplan, H. 2007. Autonomous motivation forteaching: how self-determined teaching may lead to self determined learning. Journal of Educational Psychology, 99:4, pp.761-775.


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SPECIAL THANKS: US EDUCATIONSERVICES, ANKARA

Defne Akıncı Midas

Middle East Technical University

School of Foreign Languages

Department of Basic English

& INGED Board

[email protected]


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motivation tesol 2

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motivation zoltan drnyei

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