Assessing motivation: student-centered instructions as a means of engaging unresponsive students

Abstract

Motivation in the classroom is a central aspect when discussing the ingredients for a successful learning environment. In this paper, we explore how in-class motivation may benefit from student-centered approaches when teaching English as a foreign language. For this purpose, we used a wide set of data collected through field observation in a Brazilian public school and experimentation with online teaching practices grounded by the notion of action-research and core concepts such as learner-centered instructions, gamification, affect in teaching and motivation. We hope that this work can bring new opportunities for teachers to reflect upon the uses of student-centered approaches in the classroom and how they might positively impact their learning environment.