Motivation and Language Teaching

Spithill, Alma C.

doi:10.2307/340815

Cited by 4 publications

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“…In particular, data and material on English as a foreign language (EFL) teacher motivation is rather scarce at the policy level (Praver and Oga-Baldwin 2008). Research on motivation in the area of EFL, is largely centred on learners and learning the foreign language (Spithill 1980). H.…”

Section: Introductionmentioning

confidence: 99%

Why did people become secondary-school English as a foreign language teachers in China? An examination of the pathways, motivations and policy through a life-history narrative approach

Zhao

2008

Educ Res Policy Prac

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Teacher motivation has been found to be a critical predictor of teachers' work commitment, identity and performance, yet has received insufficient attention in educational policymaking. In this article the reasons for people becoming teachers of English as a foreign language in China, reflect both social and psychological factors. This motivational aspect of becoming and being a teacher, in particular a teacher of English, provides an avenue for capturing teachers' meaning and understanding of teaching in their context through the narratives of their experience of why and how they teach English. To develop a policy aimed at sustaining the intrinsic motivation of teachers, it is crucial to analyze the issues that affect a teacher's commitment and identity.

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Section: Introductionmentioning

confidence: 99%

Why did people become secondary-school English as a foreign language teachers in China? An examination of the pathways, motivations and policy through a life-history narrative approach

Zhao

2008

Educ Res Policy Prac

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“…Gardner (1985: 54) is a well-known advocate of this hypothesis, claiming that 'attitudes toward[s] learning a language, [the] desire to learn the language and motivational intensity' are decisive factors that can influence second language achievement (see also Gardner and Bernaus 2008: 390-94). Additional motivation studies likewise confirmed motivation to be a significant factor influencing second language achievement (Spithill 1980, Schunk 1995, Masgoret and Gardner 2003, Troia, Shankland and Wolbers 2012and Graham, Berninger, and Fan 2007. A high degree of motivation is thus generally said to be especially valuable for a successful writer.…”

Section: Enhancing Writing Motivation In a Writing Centrementioning

confidence: 91%

“…Factors such as deadlines and poor feedback are said to drastically diminish motivation (Ryan and Deci 2000: 59). Hence, an instructor should avoid situations that promote anxiety and, in contrast, create 'writing experiences that meet the wants and needs of student writers' (Spithill 1980: 72, Noels, Clement, and Pelletier 1999: 31 and Lipstein and Renninger 2007. Summers and Davis (2006) summarised these ideas by defining tutors as 'facilitators of social context ' (190).…”

Section: Enhancing Writing Motivation In a Writing Centrementioning

confidence: 99%

Motivation in the Writing Centre: A Peer Tutor’s Experience

Kirchhoff

2016

JOAW

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This article provides insight into the role of students' writing motivation in a writing centre setting. Based on my personal experiences as a peer tutor at a writing centre, the article highlights the importance of the Self-Determination Theory (SDT) for the evaluation of students' motivational levels. It thus shows that the distinction between the motivational concepts of intrinsic and extrinsic motivation as well as between 'amotivation' vs. 'demotivation' provides a basis for tutors and instructors who endeavour to foster students' motivation. Furthermore, the evaluation of different motivational strategies indicates that both peer tutors and instructors can make a valuable contribution to the development of students' writing motivation by giving informative feedback, setting clear goals, creating relaxed atmosphere and enhancing students' positive image as writers.

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“…Learners who choose to watch films or engage with social media in English often do so for the purpose of enjoyment. This intrinsic motivation, however, is closely related to the learner's language level (Spithill, 1980). On the one hand, at more advanced stages "the student finds the language intrinsically rewarding, wants to use it and is approaching cultural identification" (p. 74).…”

Section: Intrinsic and Extrinsic Motivation In Efl Learningmentioning

confidence: 99%

DEAL 2022: Challenges and Opportunities in Contemporary English Applied Linguistics

2022

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Her main research area is language testing. She is currently teaching academic skills courses at the university, focusing on improving students' reading and writing skills. She is also a PhD student researcher member in an assessment project funded by the Hungarian National Research, Development and Innovation Office.Duha Alsayed-Ahmad (ORCID ID 0000-0002-3492-4637) holds an MA in English Studies and is a PhD student in English Applied Linguistics and Language Pedagogy. Her research interests include translation studies and positive psychology, in particular language learners' experiences of flow. She was involved in a research project studying the flow experiences of EFL learners in writing tasks from different genres. She taught a Skills Development course at ELTE, and she is currently a member of the MTA-ELTE Foreign Language Teaching Research Group.Éva Illés (PhD, ORCID ID 0000-0001-5998-3716) is an associate professor at the Department of English Applied Linguistics. She has a wide range of experience, including teaching in adult, secondary, and higher education in Hungary and Britain. Her current research areas are pragmatics, English as a lingua franca, translation in language teaching, and teacher education. She is currently working on projects which aim to create a mutually beneficial, close connection between research, be it theoretical or empirical, and language teachers' classroom practice.

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Motivation and Language Teaching

Cited by 4 publications

References 0 publications

Why did people become secondary-school English as a foreign language teachers in China? An examination of the pathways, motivations and policy through a life-history narrative approach

Why did people become secondary-school English as a foreign language teachers in China? An examination of the pathways, motivations and policy through a life-history narrative approach

Motivation in the Writing Centre: A Peer Tutor’s Experience

DEAL 2022: Challenges and Opportunities in Contemporary English Applied Linguistics

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