EFL大学英語教育におけるホームワーク参加のモチベーション
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概要
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Students of five EFL college classes in Japan were given an open questionnaire over previously assigned speaking and writing homework to ascertain levels of student participation and specific motivations for doing homework. Most of the students did some of both the written and spoken homework. However, few students did all of the homework. Evidence suggests that students may believe that they can learn simply by taking part in an activity, while those students do not strongly value the level of accuracy of their work or completeness of participation. The strongest motivator for doing homework was to learn English. Next was a desire to be successful in future classroom sessions, suggesting an interplay between in-class success and homework motivation. Also, students reported a belief that students should do homework, a desire for academic points, and liking English or English class. A low number of students did homework to please the teacher, while no one reported social influences from classmates upon doing homework, showing low social influence upon homework participation.