Engagement and Motivation in EFL Classroom: Humanizing the Coursebook or Autonomy-supportive Teaching Climate?
الموضوعات : نشریه زبان و ترجمه
hossein Rahmanpanah
1
,
Ahmad Mohseni
2
1 - Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran
2 - Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran
الکلمات المفتاحية: motivation, Autonomy-supportive teaching climate, Engagement in learning, Humanizing the course- book, Self-determination theory,
ملخص المقالة :
Humanizing language learning materials helps language teachers to design activities that are linked to learn- ers’ lives and experiences. This can result in higher motivation and engagement in the process of foreign language learning. Self-determination theory-based instruction enhances learners’ engagement and motiva- tion through supporting the basic psychological needs for autonomy, competence, and relatedness. Howev- er, teachers’ ability to apply coursebook or even teaching style that fosters engagement and motivation among learners has received little attention in EFL context. Therefore, the main purpose of this study was to compare the impacts of the two intervention programs of humanizing the coursebook and self-determination theory-based instruction on developing engagement and motivation among EFL learners. To this aim, 60 homogeneous participants were selected among the foreign language learners and randomly assigned into two experimental groups. Behavioral Regulation Questionnaire and Classroom Engagement Questionnaire were used to measure the determined variables in the study. Whereas both self-determination theory-focused intervention program and coursebook humanization indicated to significantly effect on enhancing motiva- tional subscales, the results of the study provided evidence on substantial effect of humanizing the course- book on promoting behavioral, emotional, cognitive, and agentic engagement subscales among English as foreign language (EFL) learners. The findings validated language teachers’ skills in fostering learners’ en- gagement and motivation through employing the principles of both more humanistic course books and au- tonomy-supportive teaching style within self-determination theory.
Arnold, J. (ed.) (1999). Affect in language learning. Cambridge: Cambridge University Press.
Berman, M. (1999). The teacher and the wounded healer. IATEFL Issues, 152, 2–5.
Cho, M., Schweickart, T., & Haase, A. (2014). Public engagement with non-profit organizations on Facebook. Public Relations Review, 40, 565-567.
Craik, F.& R. Lockhart (1972). Levels of processing: a framework for memory research. Journal of Verbal Learning and Verbal Behavior 11, 671–684.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy and relatedness: A
motivational analysis of self-system
processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology: Self-processes in development (pp. 43–77). Chicago: University of Chicago Press.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Perennial. Cunningsworth, A. (1995). Choosing Your Course book. Oxford: McMillan Heinemann.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The what and why of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227-268.
Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Contributions of social psychology (pp. 59-85). New York: Academic Press.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49(3), 182-185
Deci, E. L., Nezlek, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1-10.
Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-50.
Goleman, D. (1995). Emotional Intelligence. New York: Bantam Books.
Goleman, D. (2006). Emotional Intelligence. New York: Bantam Books.
Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59 – 109.
Greene BA, Miller RB (1996). Influences on Achievement: Goals, Perceived Ability, and Cognitive Engagement. Contemporary Educational. Psychology , 21(2):18
Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.
Hutchinson, T. & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328.
Kochanska, G. (2002). Committed compliance, moral self, and internalization: A mediational model. Developmental Psychology, 38, 339–351
Maley, A. (2003). Creative approaches to writing materials. In B. Tomlinson (Ed.) Developing Materials for Language Teaching (pp. 183-198). London: Continuum.
Maley, A. (2008). Extensive reading: Maid in waiting. In B. Tomlinson (ed.), English language learning materials: A critical review, London: Continuum, 133–156.
Markland, D., & Tobin, V. (2004). A modification of the behavioral regulation in exercise questionnaire to include an assessment of amotivation. Journal of Sport and Exercise Psychology, 26, 191–196.
Masuhara, H. (2006). Themulti-dimensionalawarenessapproachtocontentteaching.In J. Mukundan (ed.), Focus on ELT Materials (pp.1-11). Petaling Jaya: Longman.
Neal, L., & Miller, D. (2006). The use of technology in education. In O'Neil, H. F. and R. Pere, Web-based learning: Theory, research, and practice. UK: Lawrence Erlbaum Associates.
Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. New York: Teacher College Press.
Peterson, C., Maier, S. F. & Seligman, M. E. P. (1993). Learned helplessness: A theory for the age of personal control. New York: Oxford.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner, (Eds.), Handbook of self-regulation: Theory, research, and applications (pp. 451–502). San Diego: Academic Press.
Reeve, J. (2006). Extrinsic rewards and inner motivations. In C. Weinstein & T. L. Good (Eds.), Handbook of
classroom management: Research, practice, and contemporary issues (pp. 645-664). Hillsdale: Lawrence Erlbaum.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more
autonomy supportive. Educational Psychologist, 44, 159 –175.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept
of agentic engagement. Journal of Educational Psychology, 105, 579 –595.
Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities.
Contemporary Educational Psychology, 36, 257–267.
Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic
motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375–392.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students’ engagement by increasing
teachers’ autonomy support. Motivation and Emotion, 28, 147–169.
Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In
E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, N.Y.: The University of Rochester Press.
Ryan, R. M., Kuhl, J., & Deci, E. L. (1997). Nature and autonomy: Organizational view of social and
neurobiological aspects of self-regulation in behavior and development. Development and Psychopathology, 9, 701-728.
Sheldon, L. 1988. Evaluating ELT textbooks and materials. ELT Journal, 37(3), 1-9.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4), 571-581.
Skinner, E. A., Kindermann, T. A., & Furrer, C. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69, 493–525.
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, 100, 765 – 781.
Tomlinson, B. (1990). Managing change in Indonesian high schools. ELT Journal, 44(1), 25–37.
Tomlinson, B. (1994). Materials for TPR. Folio, 1(2), 8–10.
Tomlinson, B. (1995). Work in progress. Folio, 2(2), 26–30.
Tomlinson, B. (1998a). Affect and the coursebook. IATEFL Issues 145, 20–21.
Tomlinson, B. (1998b). And now for something not completely different: An approach to
language through literature. ReTomlinson, B. (1998c). Introduction.In B. Tomlinson (Ed.), Materials development in language teaching (pp. 1-24).Cambri-
dge: Cambridge University Press.
Tomlinson, B. (2003a). Humanizing the coursebook. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 162–173). London: Continuum Press.
Tomlinson, B. (2003b). Developing principled frameworks for materials development. In B. Tomlinson (Ed.), Developing materials for language teaching (pp. 107–129). London: Continuum Press.
Tomlinson, B. (2008a). What do we actually do in English? In J. Mukundan (Ed.), Readings on ELT Materials III (pp. 20-41). Petaling Jaya: Pearson Malaysia.
Tomlinson, B. (2008b). Language acquisition and language learning materials. In B. Tomlinson (Ed.), English Language Teaching Materials (pp. 3-14). London: Continuum.
Tomlinson, B. (2010). Principles and procedures of materials development. In N. Harwood (Ed.), Materials in ELT: Theory and Practice. Cambridge: Cambridge University Press.
Tomlinson, B., & Masuhara, H. (2004). Developing language course materials. Singapore: RELC. .
Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self determination theory. Journal of Personality and Social Psychology, 70, 767-779.
