scholarly journals Student Motivation in the Latin Classroom

2021 ◽  
pp. 1-4
Author(s):  
Kellie J. Baglio
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Intrinsic Motivation ◽  
Student Motivation ◽  
Extrinsic Motivation ◽  
Safe Space ◽  
Intrinsic And Extrinsic Motivation ◽  
Language Classes ◽  
Motivation And Engagement ◽  
Language Classrooms

Abstract It has been argued that learning a second language requires more self-motivation than other courses (Horwitz, 1995). This article reviews literature on motivation in foreign language classrooms and discusses reasons for the lack of motivation among students in second language classes. Particular attention will be given to addressing reasons why students in Latin classrooms may have less motivation than in other classes. Specifically, intrinsic and extrinsic motivation will be discussed in terms of a Latin classroom. Additionally, this article will discuss what steps can be taken by the teacher to increase motivation and engagement through gameplay, creating a safe space to make mistakes, and turning extrinsic motivation into intrinsic motivation.

The Impacts of Societal Context on Student Motivation and Engagement

2013 ◽  
Vol 1532 ◽  
Author(s):  
Jonathan D. Stolk
Keyword(s):  
Critical Thinking ◽  
Intrinsic Motivation ◽  
Student Motivation ◽  
Course Design ◽  
Materials Science ◽  
Task Value ◽  
Engineering Studies ◽  
Societal Context ◽  
Motivation And Engagement ◽  
Integrated Project

ABSTRACTPromoting a sense of societal connectedness is critical in today’s engineering educational environment. The NAE’s Grand Challenges for Engineering point to broad human concerns — sustainability, health, vulnerability, and joy of living — and human connectivity as the future of engineering problem solving. Engineering studies, however, are often presented in a completely decontextualized manner, with an emphasis on technical content that is free of any human meaning. As a result, students may have difficulty identifying either personal or societal value in their learning tasks. Through their course design, instructors can help students situate themselves and their engineering learning experiences within the larger human system. Studying technologies and technological development within the broader societal context may, in turn, offer significant benefits to student motivation and engagement in learning. In this paper, we report findings from a three-year investigation of the effects of disciplinary integration on student motivation and learning engagement in introductory materials science courses. The quantitative results show that integrating materials science with humanities provides for increased student motivation and cognitive engagement in learning. Compared to students in non-integrated project-based courses, students in integrated project-based courses show higher intrinsic motivation and task value. In addition to these motivational gains, students in the integrated materials science-history course report significantly higher use of critical thinking strategies in their project work, indicating that an emphasis on societal context may help students cognitively engage in their engineering studies. Our findings also indicate that women in the integrated materials-history course report higher intrinsic motivation, task value, self-efficacy, and critical thinking strategy use compared to women in the non-integrated materials course. Overall, our research suggests that putting human contexts at the center of engineering learning can help students build a sense of societal relatedness that promotes better learning.

The Use of Creolized English in FL Classes in Barbados

2021 ◽  
pp. 85-104
Author(s):  
Paula González ◽  
Korah L. Belgrave ◽  
Janice E. Jules
Keyword(s):  
Foreign Language ◽  
20Th Century ◽  
First Language ◽  
Controversial Issues ◽  
Language Class ◽  
Language Classes ◽  
Students First ◽  
Language Classrooms ◽  
Language Students ◽  
Foreign Language Classrooms

One of the most controversial issues in the teaching of modern languages throughout the 20th century has been without a doubt the debate on the use of students' first language in foreign language classrooms. In that regard, there have been many and varied arguments for and against this. In this chapter there is a review both of the reasons that have been discussed to reject the presence of L1 in the foreign language class and those in favor of including this language. In addition, the findings of research on Caribbean foreign language students' opinions and beliefs on the use of L1/HL in their language classes are presented. The chapter considers the students' views on the specific classroom contexts in which they consider the L1/HL useful in their process of learning the foreign language.

scholarly journals Impact of Motivation on Employees Performance in Pakistan

2019 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Danish Ahmed Siddiqui ◽  
Noor ul Rida
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Positive Relationship ◽  
Banking Sector ◽  
The Other ◽  
Future Directions ◽  
Intrinsic And Extrinsic Motivation ◽  
The Future ◽  
Motivation Level ◽  
Relationship Of

This paper aims to study the effects of intrinsic and extrinsic motivation on employee’s performance. Employees obviously work for the organization for monetary benefits but these monetary compensations and rewards are not the sole requirement of all employees. Some of them need salary increment and bonuses to get themselves motivated while others need recognition and non-monetary benefits. The study was aimed to discuss how the extrinsic and intrinsic motivation can hinder or increase the motivation level of employees. Several motivational theories have also been discussed in this paper that helps in better understanding of why and how employees are motivated. Intrinsic and extrinsic motivation is said to have significant impact on employee’s performance.  Our study examined 60 female and 143 male respondents (n=203) of banking sector to study the effects of intrinsic and extrinsic motivation on employee’s performance. There was a positive relationship of intrinsic and extrinsic motivation of employees with their performance. With the increase in intrinsic and extrinsic motivation, employee’s performance tends to increase as well. We also have discussed some of the future directions and recommendations so that it can help future researchers to study the other constructs that can affect employee’s performance.

Intrinsic and Extrinsic Motivation and Participation in Budgeting: Antecedents and Consequences

2010 ◽  
Vol 22 (2) ◽  
pp. 133-153 ◽  
Author(s):  
Bernard Wong-On-Wing ◽  
Lan Guo ◽  
Gladie Lui
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Negatively Associated ◽  
Participative Budgeting ◽  
International Bank ◽  
Intrinsic And Extrinsic Motivation ◽  
Proposed Model ◽  
Antecedents And Consequences

ABSTRACT: Based on Self-Determination Theory (SDT; Ryan and Deci 2000b; Gagne´ and Deci 2005), the present research proposes and tests a motivation-based model of participation in budgeting that distinguishes among intrinsic motivation, autonomous extrinsic motivation, and controlled extrinsic motivation for participative budgeting. The proposed model was tested using a survey conducted among managers of an international bank. The results suggest that while intrinsic motivation and autonomous extrinsic motivation for participation in budgeting are positively related to performance, controlled extrinsic motivation is negatively associated with performance. These findings highlight the importance of distinguishing among various forms of motivation in participative budgeting research and suggest that the mechanism by which the information benefits of participation in budgeting are obtained may be more complex than assumed. The results also provide evidence of the viability of using the proposed model to study commonly assumed reasons for participative budgeting within a general theoretically based framework of motivation.

scholarly journals Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiangtao Fu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Interpersonal Relationships ◽  
Self Regulation ◽  
Language Education ◽  
Future Research ◽  
Teacher Student ◽  
Multiple Dimensions ◽  
Whole Person ◽  
Language Classrooms

In the conflict-affected era, there is now an urgent need for a peaceful world. Although the relevance of peace in language education, within English as a second language (ESL) or English as a foreign language (EFL), may seem irrelevant to some, the language of peace utilizes an interdisciplinary method that supports students in creating more reasonable discussions. Alternatively, the attention of language teaching is just on the development of cognition in preference to emotions, whereas methods that sustain the theory of the whole person through positive psychology should be presupposed. This review seeks to explore the connection between multiple dimensions of peace and the certain strategies and activities that can be implemented to build peace in EFL/ESL classrooms. Further, the related strategies on the issues, such as self-regulation, engagement, mindfulness, and motivations, are proposed. In a nutshell, the implications of peacebuilding for teachers, teacher-trainers, and future researchers are presented, and new directions for future research are set out.

scholarly journals Responding to the critics: Implementation of TBLT in Japan

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Justin Harris
Keyword(s):  
Qualitative Study ◽  
Secondary School ◽  
Foreign Language ◽  
Language Learning ◽  
Language Ability ◽  
High Stakes ◽  
Advantages And Disadvantages ◽  
High Stakes Tests ◽  
Language Classes ◽  
Language Classrooms

This paper outlines a qualitative study of 10 in-service teachers in Japan who use a task-based language teaching (TBLT) approach in their language classrooms. The study investigates the reasons why these teachers began using TBLT, their beliefs about the advantages and disadvantages of implementing TBLT, and whether or not they agree with common criticisms levelled at TBLT for use in foreign language classrooms in Japan and Asia in general. Critics argue that TBLT is not suitable for many language learning situations, explaining that students are used to more ‘traditional’ teacher-centered language classes and that they prefer more ‘passive’ approaches. Such criticisms also hold that TBLT is not able to adequately prepare students for the high-stakes tests that are used for secondary school and university entrance purposes. The results from interviews with these 10 teachers suggest that they reject many of these criticisms, and are in fact successfully using TBLT to develop both language ability and motivation in their students. At the same time, the teachers noted that there may be a need to use a ‘weaker’ form of TBLT with beginner students, or with those used to more passive styles of learning. They also highlighted the importance of heavily scaffolding tasks in such cases. Finally, a number of the teachers discussed the need for the development of more TBLT related materials, both for students and teachers.

scholarly journals Teoria da atividade e modelos de leitura em livros didáticos de Português – L2

2017 ◽  
Vol 8 (2) ◽  
Author(s):  
Cândida Martins Pinto ◽  
Marcos Gustavo Richter
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Activity Theory ◽  
Previous Knowledge ◽  
Top Down ◽  
Second Stage ◽  
Language Classes ◽  
Good Reading

Nowadays, considering the process of a foreign language or second language acquisition, a big importance is given to the previous knowledge of the learner: top-down model. As the same rule, bottom-up model, involving formal and grammatical aspects, has its relevance in a second stage of the learning. A mature learner is that who is able to link these two models during the reading, using, thus, the interactive model. Considering this, this study aims to, in a first stage, discuss relevant questions for the use of the three models in language classes in general and in Portuguese for foreigner classes in particular, as well as the importance of them for a good reading. In a second stage, a Portuguese for foreigners textbook will be analyzed, according to Activity Theory, in order to verify when the models appear in reading tasks.

scholarly journals Analisis tentang Pengaruh Motivasi Intrinsik dan Motivasi Ekstrinsik terhadap Kinerja Karyawan. Studi Kasus: di Rumah Sakit Rajawali dan Stikes Rajawali Bandung (Yayasan Kemanusiaan Bandung Indonesia)

2017 ◽  
Vol 16 (2) ◽  
pp. 203
Author(s):  
Fotuho Waruwu
Keyword(s):  
Intrinsic Motivation ◽  
Medical Staff ◽  
Quantitative Research ◽  
Extrinsic Motivation ◽  
Qualitative Data ◽  
Administrative Staff ◽  
Intrinsic And Extrinsic Motivation ◽  
Motivation Level ◽  
Motivation To Work

In order to improve the performance of an employee of an organization, such as managers and supervisors should give more attention to the motivation level of their subordinates. The managers should be pay attention to their employee’s wants and needs, the strength of his subordinates and set goals in order to satisfy their own needs. Representation of employees' interests in RS Rajawali and STIKES Rajawali believed to encourage employee’s motivation to work harder and better so that it can optimize any potential. The aim of this study is to determine the effect of intrinsic and extrinsic motivation either partially or simultaneously on the employee's performance in RS Rajawali and STIKES Rajawali. Object of this study were all employees works in RS Rajawali, 122 people from a variety of occupations such as doctors, nurses, to the non-medical staff in STIKES Rajawali, 28 people consist of lecturers and administrative staff. This type of research is descriptive quantitative research, research on the data collected and expressed in the form of numbers, although the form of qualitative data as well as supporting, such as the words or phrases that are arranged in the questionnaire, the results sentences of consultation or the interview between researcher and informant. The results showed that intrinsic motivation (82,20%) and extrinsic motivation (83,56%) has an influence on the performance of employees (76,42%) in RS Rajawali and STIKES Rajawali Bandung. However from both motivations, the most responses which give an affect of the employee’s motivation are reward or salary. Keywords: Extrinsic; Intrinsic; Motivation; Performance

scholarly journals Students’ Motivations in Choosing English as Additional Course in SMAN 1 Bengkulu

2019 ◽  
Vol 3 (2) ◽  
pp. 195-215
Author(s):  
Rama Dahlia ◽  
Mulyadi . ◽  
Mei Hardiah
Keyword(s):  
Qualitative Research ◽  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
Likert Scale ◽  
Learning Motivation ◽  
Quantitative And Qualitative Research ◽  
Intrinsic And Extrinsic Motivation ◽  
The Subject

The type of this research is Descriptive Quantitative and Qualitative research. It is aimed to find out the motivation which make students in XII Social 6 choose English as an additional subject course and to find out the highest motivation which make students in XII Social 6 choose English as an additional subject course. The subject of this study is the students in class XII social 6 SMAN 1 Kota Bengkulu. In this research, the researcher collected the data by using questionnaire. Then, the data obtained from the questionnaires will be analyzed using SPSS program. The data concerning subjects’ general background as well as their comments will be calculated and presented in percentage. A Likert scale will be used to measure the level and type of subjects’ learning motivation. According to table that the researcher used to analyze extrinsic and intrinsic motivation of students in choosing English as additional subject, the researcher got the result that show the extrinsic motivation is the highest reason chosen by the students when they chose English as their additional subject course at school than intrinsic motivation. It can be seen from the calculation scores of students intrinsic and extrinsic motivation that showed the total of mean score for extrinsic motivation is 47.5 and the total mean score for intrinsic motivation is 46.62. There are several extrinsic motivation from the students, for example the students prepare to learn English because they want to continue the study or get the works, go abroad and want to try to communicate with the foreigner.

scholarly journals How do foreign language teachers motivate students in language learning?

2020 ◽  
Vol 7 (1) ◽  
pp. 181-193
Author(s):  
Diana S Rahman ◽  
Wening Sahayu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Extrinsic Motivation ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Visual Method ◽  
Intrinsic And Extrinsic Motivation ◽  
Instrumental Motivation

Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

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