The Effects of Educational Intervention on L2 Learners' Motivational Development
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概要
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This study investigated whether or not it was possible to motivate L2 learners by introducing an educational intervention based on the theoretical perspective of Self-Determination Theory (SDT). SDT postulates three psychological needs that enhance human motivation, namely, the need for autonomy, the need for competence, and the need for relatedness. English learning activities that had the potential to stimulate the three needs simultaneously were designed and given to 100 first-year university students for a period of 12 weeks. Prior to the beginning of the intervention, students were given questionnaires about several types of motivation toward English learning and the three psychological needs. The same questionnaires were administered at the end of the intervention. Changes in scores, i.e., the difference between pre-test and post-test scores, served as the measures of development in learners' motivation. In addition, to investigate in detail the manner in which the three psychological needs act in terms of enhancing motivation among learners, a survey using an open-response format was also administered after the intervention. The results showed that the educational intervention had a significant positive effect on learners' motivation toward English learning. Furthermore, more detailed analysis focusing on individual differences revealed that the facilitating role of the three psychological needs varied according to learners' motivational profiles. In short, less motivated learners seemed to benefit the most from satisfaction of the need for competence and relatedness, whereas learners with a higher level of motivation required the need for autonomy for their motivational development. This suggests that educators who intend to enhance learners' motivation should differentiate their teaching strategies depending on the motivational profiles of learners.
- 社団法人大学英語教育学会の論文
- 2006-10-28
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関連論文
- The Effects of Educational Intervention on L2 Learners' Motivational Development
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