Investigating the Effects of a Guided- Autonomy Syllabus on Motivation from the Self Determination Theory Perspective
الموضوعات : نشریه مطالعات آموزش زبان انگلیسی
Abbas Ali Rezaee
1
(
University of Tehran
)
Maryam Pahlevan Aqajooni
2
(
University of Tehran
)
الکلمات المفتاحية: intrinsic motivation, extrinsic motivation, Guided Autonomy, Self Determination Theory Perspective,
ملخص المقالة :
Motivation and autonomy in language learning are considered as the most fundamental and influential factors in second language learning. The study aimed at investigating the potential of a Guided Autonomy Syllabus to enhance motivation in the Iranian EFL context during a 3-month period. A revised and translated version of Academic Motivation Scale was distributed among students in the first and last session of the course in order to measure the change in students’ motivational orientations after autonomous learning intervention. The results of Wilcoxon Signed Rank Test indicated that all constructs of Intrinsic Motivation (IM-to know, IM-toward accomplishment, and IM- to experience stimulation), and two constructs of Extrinsic Motivation (identified regulation and introjected regulation) increased significantly after the autonomy treatment. On the other hand, the third construct of EM which is external regulation and Amotivation which is total lack of motivation decreased after the intervention. Generally, the findings of the study emphasize the effectiveness of the Guided Autonomy Syllabus on Motivation enhancement. The results particularly demonstrated a remarkable increase in intrinsic motivation after the autonomous learning intervention. Since intrinsic motivation highly correlates with achievement and success, providing students with autonomous learning program seems to be necessary.
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