Motivation Issues with Foundation Year Students

Richard HarrisonCourse Coordinator for Academic English

German University of Technology in OmanSQU - April, 2009

What proverb?

You can lead a horse to water but you can’t make it drink.

Some motivational tools

Quality of students ensured by:

• selecting the right students

+

• getting the best out of each student

Variables involved in learning

• intelligence

• ability

• motivation

• other affective variables

Motivational models (20+)

• self-actualisation (Maslow, Rodgers)

• social motivation theory (Weiner, Wentzel)

• goal setting theory (Locke, Latham)

• self-determination theory (Deci, Ryan, Vallerand)

(after – Dornyei,2001)

Self determination theory

intrinsic motivation

vs.

extrinsic motivation

extrinsic

reward punishment

extrinsic motivation

reward punishment

Rewards

• praise from teacher/parents

• peer approval

• good scores for assignments/exams

• graduation

• degree

• good job and promotion prospects

• etc

‘Punishment’

• disapproval of teachers/parents

• loss of status among peers

• poor grades/scores

• disciplinary action

• failure to obtain required qualification

• poor job prospects

• etc

GU Tech students

Lack of motivation among some Foundation Year students -evident by:

• Poor attendance/timekeeping

• Failure to complete assignments/homework

• Students tired/distracted in class

• Students disruptive in class

How can we motivate these students?

• What tempting ‘carrots’ are available?

• What sharp ‘sticks’ are at our disposal?

• What combination of these tools has the best classroom results?

Common approach to dealing with classroom issues (reflective teaching)• recognition of a problem with a student or a class• reflection on the causes of the problem and

possible solutions• decision made to change the classroom

environment in some way (teaching method, use of technology, teaching materials, etc.)

• observation and evaluation of any improvements as a result of these changes

• conclusions for the future teaching approach

After Richards, J.C. (1991) Towards Reflective Teaching

Recognition

Reflection

Implementation of change

Observation/ evaluation

Conclusions

Issue tackled at different levels

• Lecturer- individual students

• Lecturer – class

• Academic staff (discussion)

• Mentor – individual students

• Institutional level (regulations/discipline)

• Parents/Sponsor

1. What can lecturers do to motivate students?

2. What can the university do to motivate students?

What approach did individual lecturers take?

• Questionnaire

Questionnaire – Student Motivation

• Please reply freely to these questions based on your experience at GUtech over the academic year 2007/8. Add your own comments where useful.

• 1. How in general would you rate student motivation on a scale of 10 (high) to 0?

• Comments: _________________________________________________

• 2. Was motivation...• a) a problem with one or two isolated students in a class?• b) a problem with sections of a class?• c) a problem with classes in general?• d) other situation (please explain)

• Comments: __________________________________________________

• 3. What activities seemed to de-motivate students most?•

• Comments: _______________________________________________

•

• 4. What activities seemed to motivate students most?•

• Comments: _______________________________________________•

•

• 5. Did you discuss motivation either directly or indirectly with classes to find out what would interest or motivate them?

•

• Comment: _______________________________________________

• 6. As a result of your observations (and/or discussions) what changes (if any) did you make during the first and second semesters to try to motivate students?

• Describe any changes in:• a) teaching style __________________________________________

• b) classroom management (arrangement of desks, timing of breaks, etc) ________________________________________________________

•

• c) materials used /topics covered _____________________________

• d) use of technology _______________________________________

• e) other changes _________________________________________

• 7. What was the effect of these changes: a) on individual students, b) on the class’s attitude as a whole?

•

• Comment: ______________________________________________________

•

• 8. Did you make further changes as a result of this feedback?•

• Comment: ______________________________________________________

• 9. Did you discuss student motivation with your colleagues?•

• Comment: _______________________________________________________

•

• 10. How useful did you find ‘learning contracts? Did they help with the motivation of individual students?

•

• Comment: ______________________________________________________

•

• 11. Did you find the formal evaluation questionnaires that students completed useful with regard to motivation?

•

• Comment: _______________________________________________

•

•

• 12. In view of this year’s experience briefly describe any changes will you be making in your approach to your classes next semester.

•

• Comment: _____________________________________•

Use group work

• students work naturally in groups anyway

• they dislike the long lecture format (short concentration span)

Make use of classroom technology

• students enjoy working on laptops

• research, reading and writing tasks are tackled more enthusiastically on laptops

• other technology can also be motivating

But…

• danger of misuse of laptops

• powerpoint not as immediate as whiteboard

Vary activities within a lesson

• Short attention span

• Change of activity can be refreshing

• Change of classroom arrangement

Ask: “Why are we doing this?”

(Pre-empt the question that students may be thinking!)

Try to relate activities to future or immediate needs – for example:

• a logical progression within the subject

• preparation for assignment

• future examination requirements

• future job requirements

• ………….because I said so!

Involve students in choice

• Discuss the course and the textbooks with students

• Find out what activities and topics students enjoy

• Discover their preferred learning styles

Show students that they can succeed

• Give them tasks that boost their confidence

• Praise students when they are successful

What can the university do?

Mentoring

• Each lecturer was a mentor to around ten mentees for the semester

• Regular meetings held with the mentees

Learning contracts

• A contract between the learner and him- or herself

• Identifies problem areas in performance or behaviour

• Sets goals within a particular time limit

Offer ‘rewards’ for success

• field trips within Oman

• visits to businesses and industries in Oman

• talks by successful Omani role models

• trips to Germany

• extra-curricular events

Other measures (sticks)

• highlight academic regulations (attendance policy, etc)

• involve parents/sponsors

• use outside specialists

• issue warnings

• disciplinary action

Final thoughts on motivation

• Motivation needs to be tackled at all levels.

• A combination of approaches works best

• Individual students respond in different ways

• We (the university, individual lecturers) can only do so much.

• Some students have problems beyond our reach (home life, health, personality, etc.)

Thank you!

Motivation Issues with Foundation Year Students

Richard Harrison

Course Coordinator for Academic English

German University of Technology in Oman

SQU, April, 20009

richard.harrison@gutech.edu.om

References

• Dornyei, Z. 2001. Motivational Strategies in the Language Classroom. Cambridge: CUP

• Gardner, R.C. 1985. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold

• Reiss, S. 2004. Multifaceted nature of intrinsic motivation: The theory of 16 basic desires. Review of General Psychology , vol. 8, no. 3, pp. 179-93.

• Richards, J.C. 1991 Towards Reflective Teaching. The Teacher Trainer, 5, 3, pp. 4-8.

• St John, J. 2007. Motivation: The Teacher’s Perspective. Research in ELT. Dubai, TESOL Arabia

• Wlodkowski, R. J. 1986. Enhancing Adult Motivation to Learn. San Francisco, CA: Jossey-Bass.