motivational factors in foreign language learners’ task engagement: a sociocultural perspective
DESCRIPTION
MOTIVATIONAL FACTORS IN FOREIGN LANGUAGE LEARNERS’ TASK ENGAGEMENT: A SOCIOCULTURAL PERSPECTIVE. SUZANA ISMAIL University of Malaya, Malaysia PhD Candidate, Monash University, Australia CALL ANTWERP 20 AUGUST 2010. OVERVIEW. - PowerPoint PPT PresentationTRANSCRIPT
MOTIVATIONAL FACTORS IN FOREIGN LANGUAGE LEARNERS’
TASK ENGAGEMENT: A SOCIOCULTURAL PERSPECTIVE
SUZANA ISMAILUniversity of Malaya, Malaysia
PhD Candidate, Monash University, Australia
CALL ANTWERP 20 AUGUST 2010
OVERVIEW
• Motivation – personalization of learning and the learning environment
• The Study – background + framework
• Procedure – data collection + NVivo 8
• Discussions – some data sample
• Conclusion – summary and implications for classroom practice
BACKGROUND• JFL learners (major) ,multilingual setting
- need authentic TL resources
• Diverse learner background – need personalization of learning
• ICT (resources) made this more accessible
• Oral presentation tasks (OP) tasks induce resource use
BACKGROUND
Resources:• People• Things• Environment
Resources used as:
1)Source for information
2)Tool
FRAMEWORKSociocultural Theory• Learning is socially mediated• Purpose of learning is problem solving• Awareness of the means to solve problems
Holistic investigation of learners’ OP task engagement – across level, across courses
• Ecology of task (van Lier 2000)
Activity Theory• “same task different activity” (Coughlan & Duff, 1994)
Activity System Model (Engeström,1987)
PROCEDURE
• Questionnaires
• Interviews
• Observations
• Learner diaries
• Documents
• Data imported to NVivo 8
• AV data transcribed
• Coding
- A priori (Activity Theory)
- From literature
- Emerging themes
• Analysis using Activity Theory
NODESNODES
AUTONOMY & MOTIVATION
• “Autonomous learners are by definition motivated” (Ushioda, 1996:2)
• Motivation from within (intrinsic motivation) key to sustainable motivation
• Motivation is socially mediated (interdependence) (Ushioda, 2003, 2007)
• Motivation from within can be fostered through collaborative tasks e.g. OP (Ushioda, 2008)
TASK MOTIVATION
• Dynamic and complex
• Combination of generalized and situation-specific motives
(Dörnyei, 2005)
TASK MOTIVATION
Questionnaire - question 35:
“What would motivate you to prepare and perform well in a presentation?”
Process Model of L2 Motivation – preactional stage
TASK MOTIVATION
Intrinsic Extrinsic Social
Topic of interest Good marks Audience response
Improve skills Appropriate marksPeers & lecturer’s support/encouragement
Improve speech fluency High benchmark Self-satisfaction if done well
Fear of being scolded
Excel in Japanese Stress of having to present
YEAR ONE
Q.35 Topic Resources
Mia(kanji)
“What the presentation would focus on, as well as encouragement and positive ideas from lecturers or classmates”
Anime voice actors
Websites, DVD, laptop, magazines, mobile phone
Mobile phone, magazines, word list (on whiteboard)
Matt (non-kanji)
“Getting appropriate marks”, self satisfaction when I did well
My hobby
A trip to Singapore
Paper dictionary, textbook, digital camera
PowerPoint (picture slides)
Kay(non-kanji)
“To score well and able to speak fluently”
My pet ((My dog))
Digital camera, textbook, paper dictionary, Japanese language teacher, earlier essay
PowerPoint (picture slides)
MIA
• “I got this idea of doing it (anime voice actors) coz it’s interesting and I REALLY like it, …it’s a free topic and I was thinking that no one would do it because it’s not THAT popular in Malaysia…so, it would be nice if I gave them (audience), I introduce to them something new… (interview)
• “..and then since M sensei says that you could bring magazines and pictures [instructor allows some form of freedom]…and I CONVENIENTLY ((laughs)) have one of them (magazine on anime voice actors) so I brought them along ((laughs))” (interview)
NINA – YEAR THREE
• Q.35:
“to choose my favorite topic”
• “Favorite topic…because, we have the eagerness to know more about the topic rather than no interest at all“. (interview)
• “When I am not able to choose, I have to go for it lah” (interview)
Course Topic Resources Notes
Japanese History
The Daimonji Festival (1st)
E-dictionary, websites, PC, MSN chat with friend in Japan
Although it was supposed to be just a simple explanation, instructor demanded more during presentation – Nina was confused. This led her to do a lot more than required for subsequent OPs.
The Tale of Genji (2nd)
E-dictionary, peer help, manga (comic) Tale of Genji in Malay, websites (pictures)
PowerPoint and handouts were influenced by high benchmark set by previous week’s presenter, who did a full-blown presentation even though they were instructed to do a brief explanation on the topic.
PowerPoint, handout
Prince Shotoku(6th)
E-dictionary, textbook, websites (pictures)
Praised by instructor
PowerPoint (picture slides)
Course Topic Resources Notes
Japanese Literature
Japanese Idioms(3rd)
Electronic dictionary, websites, PC, own drawing, scanner, partner
Nina and partner divided workload between them on composing of example sentences and drawing as visual support for the examples.
PowerPoint, handout (explanation of idioms & word list)
Japanese for Specific Purposes
Japanese Slang(4th)
MSN chat with friend in Japan, websites, YouTube
Seek friend in Japan’s advice on current trend in slang (tameko). But instructor disagree with her method and choice – ask for reliable source. Nina was disappointed with the reaction.
PowerPoint, handout (summary of points & word list)
Japanese Dialects
Chugoku Region(5th)
Paper dictionary, textbook, encyclopedia, websites, children’s book. Discussed with classmates during preparation
Children’s book introduced by Alex at the Japan Foundation library. The instruction stated that “no frills” allowed – Nina misinterpreted it as not allowed to use colorful design s including use of media. In her diary she wrote that she felt horrible because everyone did good but hers was boring.
PowerPoint (summary of points, word list)
• “N sensei had prepared the geography specifically for everyone so we cannot choose which dialect we prefer. So it is much more harder because we have to do dialects that we don’t really like or we don’t even know. As for myself I wanted to do Kansai dialect more cause I was influenced by this anime called “Lovely Complex a.k.a. rabu-kon.” (diary)
ISSUES
• Availability and accessibility of resources inhibit task engagement
• Mismatch between learner perception and teacher expectation
• Feedback sessions – not available or not conducive
• Post-presentation reflection sessions –
not available
SUMMARY
• OP tasks enhance learners’ awareness of resource use (resource literacy) through peer modeling, sharing and collaborative work (socially mediated)
• Successful resource use leads to subsequent use (value realization)
• Successful resource use appears to help sustain task motivation
IMPLICATIONS FOR CLASSROOM PRACTICE
To sustain learners’ task motivation:• Structure “personalizable” OP tasks for more efficient
resource use• Structure instructional rules that allows for
“personalization” to occur• Structure environment for resource awareness and
resource literacy • Invoke resource use at early stage e.g. through OP• Foster non-intimidating, collaborative dialogic
interactions at different stages of OP tasks - teachers and peers to set shared learning goals
THANK YOUTHANK YOU