Examining the Motivational Effect of Presentation-Based Instruction on Japanese Engineering Students : From the Viewpoints of the Ideal Self and Self-Determination Theory
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Although English is frequently considered a necessary tool for engineers, engineering students have been shown to lack motivation when learning English. The present study used the L2 motivational self system of Dornyei (2009) and the self-determination theory of Deci and Ryan (2000) to examine the ways in which a group of engineering students was motivated to learn English, and the effect of a presentation-based course on their motivation. The results showed that the participating students were highly motivated to learn English, although their motivation was rather extrinsic or instrumental. However, they were anxious about using English and had little confidence in doing so. After the students completed a 1-year presentation-based English course, their perceived competence grew significantly, and they found English learning to be a more meaningful activity than they previously felt. The results also showed that compared to conventional English courses, the presentation-based course satisfied three psychological needs in the students. Thus, we concluded that the presentation activities were effective in motivating engineering students to learn English.
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