Observable Signals of Motivation in Teaching-learning Process
Keywords:
engagement, motivation, observable signals of motivation, phenomenology, teachers’ perception
Abstract
Abstract Views: 269
The current study focuses on the identification of the observable signals of motivation as perceived by the language teachers in the teaching-learning process. This phenomenon is worth studying as it can open new dimensions for conducting research on motivation and engagement in the field of applied linguistics. It can be very helpful for teachers in assessing their students’ motivation. Data was collected for this phenomenological study through questionnaire, interviews, and focus group discussion. The sample consisted of twenty-six English language teachers. The data were analyzed through thematic analysis. The observable signals of motivation were categorized in the behavioral, emotional, and cognitive domains. The results identified that ‘asking probing questions’, ‘eye contact’, ‘asking for extra resources’, ‘loving and respecting teachers’, ‘coming on time’, ‘completing classroom tasks quickly’, ‘enjoying group activities’, and ‘suggesting topics to teachers’ comprised the observable signals of motivation. The majority of the teachers agreed on observing most of these signals. Teachers can use these signals to assess the motivation of their learners and future researchers can use the findings of this research for conducting further research.
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References
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Azim, M. U., Bhatti, A. M., Hussain, Z., & Iqbal, M. (2018). Culturally oriented textbooks and English Language Teachers. Hamdard Islamicus, 41(4), 301-317.
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Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology (Vol. 23). Chicago: University of Chicago Press.
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Ladd, G.W., & Dinella, L.M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101, 190–206.
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Pintrich, P. R., & De Groot, E. (1990).Motivated and self-regulated learning components of academic performance. Journal of Educational Psychology, 82, 33–40.
Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.
Marton, F., & Pong, W. Y. (2005). On the unit of description in phenomenography.
Higher Education Research and Development, 24(4), 335-348.
Schunk, D.H. (1990). Introduction to the special section on motivation and efficacy.
Journal of Educational Psychology, 82, 3-6.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
Skinner, E.A., Kindermann, T.A., & Furrer, C.J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom.
Educational and Psychological Measurement, 69, 493–525.
Skinner, E.A., Kindermann, T.A., Connell, J.P., & Wellborn, J.G. (2009). Engagement and disaffection as organizational constructs in the dynamics of motivational development. In K.R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 223–245). New York, NY: Routledge.
Stenlund, K.V. (1995). Teacher perceptions across cultures: The impact of students on teacher enthusiasm and discouragement in a cross-cultural context. Alberta Journal of Educational Research, 41, 145–161.
Stipek, D. (2002). Good instruction is motivating. In A. Wigfield& J. Eccles (Eds.),
Development of achievement motivation. San Diego, CA: Academic Press.
Wellborn, J. G., & Connell, J. P. (1987).Manual for the Rochester Assessment Package for Schools. Rochester, NY: University of Rochester.
Willms, J.D. (2003). Student engagement at school: A sense of belonging and participation. Retrieved December 22, 2016, from OCED iLibrary, Website: http://www.oecd-ilibrary.org/education/student-engagement-at- school_9789264018938-en
Azim, M. U., Bhatti, A. M., Hussain, Z., & Iqbal, M. (2018). Culturally oriented textbooks and English Language Teachers. Hamdard Islamicus, 41(4), 301-317.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W.H. Freeman.
Birch, S., & Ladd, G. (1997). The teacher-child relationship and children’s early school adjustment. Journal of School Psychology, 35, 61–79.
Bowden, J. (2005). Reflections on the Phenomenographic Team Research Process. In J. Bowden & P. Green (Eds.), Doing Developmental Phenomenography (pp. 11-31): Melbourne: RMIT University Press.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology (Vol. 23). Chicago: University of Chicago Press.
Deci, E. L., & Ryan, R. M. (2000). The ‘‘what’’ and ‘‘why’’ of goal pursuits: Human needs and the self determination of behavior. Psychological Inquiry, 11, 227-268.
Dörnyei, Z., & Kubanyiova, M. (2014). Motivating learners, motivating teachers: Building vision in the language classroom. Cambridge: Cambridge University Press.
Dweck, C., & Leggett, E. L. (1988).A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.
Finn, J. D. (1993). School engagement and students at risk. Washington, DC: National Center for Education Statistics.
Finn, J. D., & Rock, D. A. (1997). Academic success among students at risk for school failure. Journal of Applied Psychology, 82, 221–234.
Finn, J. D., Folger, J., & Cox, D. (1991). Measuring participation among elementary grade students. Educational and Psychological Measurement, 51, 393–402.
Finn, J. D., Pannozzo, G. M., &Voelkl, K. E. (1995). Disruptive and inattentive- withdrawn behavior and achievement among fourth graders. The Elementary School Journal, 95, 421-454.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Ladd, G. W., Birch, S. H., & Buhs, E. S. (1999). Children’s social and scholastic lives in kindergarten: Related spheres of influence. Child Development, 70, 1373–1400.
Ladd, G.W., & Dinella, L.M. (2009). Continuity and change in early school engagement: Predictive of children’s achievement trajectories from first to eighth grade? Journal of Educational Psychology, 101, 190–206.
Lee, V. E., & Smith, J. B. (1995).Effects of high school restructuring and size on early gains in achievement and engagement. Sociology of Education, 68, 241–270.
Liem, G.A., & Martin, A.J. (2012). The Motivation and Engagement Scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist, 47, 3-13.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153–184.
Martin, A. J. Marsh, H.W., & Debus, R. L. (2001a). A quadripolar need achievement representation of self-handicapping and defensive pessimism. American Educational Research Journal, 38, 583-610.
Martin, A.J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413-440.
Martin, A.J. (2009). Motivation and engagement across the academic lifespan: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69, 794- 824.
Martin, A.J. Marsh, H.W., & Debus, R.L. (2001b). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93, 87-102.
Martin, A.J. Marsh, H.W., & Debus, R.L. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective. Contemporary Educational Psychology, 28, 1-36.
Middleton, J.A. (1995). A study of intrinsic motivation in the mathematics classroom: A personal constructs approach. Journal for Research in Mathematics Education, 26, 254–279.
National Research Council & Institute of Medicine. (2004). Engaging schools: Fostering high school students’ motivation to learn. Washington, DC: National Academy Press.
Newmann, F. (1992).Higher-order thinking and prospects for classroom thoughtfulness. In
F. Newmann (Ed.), Student engagement and achievement in American secondary schools (pp. 62–91). New York: Teachers College Press.
Pintrich, P. R., & De Groot, E. (1990).Motivated and self-regulated learning components of academic performance. Journal of Educational Psychology, 82, 33–40.
Pintrich, P.R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95, 667-686.
Marton, F., & Pong, W. Y. (2005). On the unit of description in phenomenography.
Higher Education Research and Development, 24(4), 335-348.
Schunk, D.H. (1990). Introduction to the special section on motivation and efficacy.
Journal of Educational Psychology, 82, 3-6.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effect of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
Skinner, E.A., Kindermann, T.A., & Furrer, C.J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom.
Educational and Psychological Measurement, 69, 493–525.
Skinner, E.A., Kindermann, T.A., Connell, J.P., & Wellborn, J.G. (2009). Engagement and disaffection as organizational constructs in the dynamics of motivational development. In K.R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 223–245). New York, NY: Routledge.
Stenlund, K.V. (1995). Teacher perceptions across cultures: The impact of students on teacher enthusiasm and discouragement in a cross-cultural context. Alberta Journal of Educational Research, 41, 145–161.
Stipek, D. (2002). Good instruction is motivating. In A. Wigfield& J. Eccles (Eds.),
Development of achievement motivation. San Diego, CA: Academic Press.
Wellborn, J. G., & Connell, J. P. (1987).Manual for the Rochester Assessment Package for Schools. Rochester, NY: University of Rochester.
Willms, J.D. (2003). Student engagement at school: A sense of belonging and participation. Retrieved December 22, 2016, from OCED iLibrary, Website: http://www.oecd-ilibrary.org/education/student-engagement-at- school_9789264018938-en
Published
2020-03-31
How to Cite
Azim, M. U., Hussain, Z., Bhatti, A. M., & Iqbal, M. (2020). Observable Signals of Motivation in Teaching-learning Process. Journal of Communication and Cultural Trends, 2(1), 42-59. Retrieved from https://journals.umt.edu.pk/index.php/jcct/article/view/849
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Articles
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