Motivation
Student-Teacher Relationships
Student Effort
This study explored the interaction between two critical topics: the personalities of language learners and the instructional motivational practices of teachers. Researchers aimed to answer questions about how to predict English learning motivation and self-efficacy.
Different Types of Learners
The literature review highlights several frameworks to understand students’ learning motivation and teachers’ motivational instructional practices when teaching language learners.
- The Motivational Self System by Dörnyei: Identifies three types of learners: the ideal self, the ought-to self, and the learner experience to explain the motivations of language learners.
- The Big Five Model: Categorizes individual personality traits into extraversion, emotional regulation, conscientiousness, agreeableness, and openness to experience.
- Model by Chen, Warden, and Chang: Introduces the “required orientation” label to account for the cultural context of Chinese heritage, suggesting that cultural expectations to gain social capital and recognition are strong motivators in Hong Kong and Taiwan.
The study sought to identify which instructional practices effectively promote language learning motivation regarding various personality traits. Xiang highlights that self-efficacy is a vital part of motivation but is not factored into the models described above. Xiang’s research aims to determine what traits can predict language learner self-efficacy and motivation.
Teacher Instruction and Motivational Practices
The study also examines teacher instruction regarding motivational practices with language learners, focusing on two areas: teacher discourse and attribution.
- Teacher Discourse: Involves developing a motivational environment to encourage learners to start and continue their learning efforts.
- Attribution: Includes self-evaluation and recognizing learners’ efforts to build their self-efficacy.
The study discusses other frameworks to better quantify personality traits and understand how these traits interact with specific teaching practices.
Instructional Practice Can Support Effective Language Learning
The study surveyed eleven high schools in Hong Kong, analyzing the results from six schools. Twenty-four lessons from twelve teachers were examined to identify the instructional practices used. A bilingual, four-point Likert survey was designed based on the Big Five personality traits. The results indicated specific instructional practices that teachers can employ to support effective language learning.
- Positive Retrospective Self-Evaluation: This practice showed a moderate increase in learning motivation, particularly with traits of conscientiousness and openness to learning. The Motivational Self System traits also showed a significant influence on learner efficacy when this practice was used.
- Teacher Discourse: Establishing relevance, arousing curiosity or attention, scaffolding, and referential questions were less effective.
Strong Learner Motivation Makes All the Difference
Students with the strongest learner motivation had traits of conscientiousness and openness to learning. Less beneficial traits were emotional regulation and extraversion. Teachers’ positive retrospective self-evaluation practices, including class applause, effective praise, and self/peer correction, significantly impacted language learning efficacy.
Other findings show that self-efficacy and motivation respond to specific teaching practices. Specific feedback practices affect motivation and self-efficacy, suggesting that teachers play a role in motivation. The feedback and reflection illustrate that the goal of learning English is achievable.
Lastly, learner motivation accounts for 18% to 33% of language achievement, highlighting the need for further study. The study shows that teachers can impact student motivation, so how teachers influence motivation should be part of teacher training and professional development. While universal practices may not apply due to individual differences, general principles like positive retrospective self-evaluation and teacher discourse are predictive of language learning through increased self-efficacy.
Notable Quotes:
“In instructed language learning, the classroom constitutes the most immediate learning context, with teachers’ practice arguably on the most important features, yet little attention has been given to the way this factor interacts with language motivation.”
“The findings indicate that language learners’ motivation and self-efficacy are responsive to effective feedback practices, thus confirming similar previous findings (e.g. Guilloteaux and Dörnyei, 2008; Papi & Abdollahzadeh, 2012; Wong, 2014) and pointing to the fact that teaching practices matter and that teachers can affect motivational change.”
“Research suggests that language learning motivation is associated with 18%–33% of variation in language learning achievement (Al-Hoorie, 2018; Masgoret & Gardner, 2003).”
Personal Takeaway:
In recent years, I have encountered more students who struggle with effort and motivation. When thinking of ways to boost a student’s motivation, teachers, including myself, often feel inadequate in addressing this. The biggest takeaway from the study was the impact of two teacher practices: discourse and self-evaluation. Self-evaluation had a slightly greater impact and involves supporting learners with feedback to improve skills. Researchers explained that feedback might allow students to feel included in the community and have actionable ways to make progress, increasing effort. This strategy can be individualized for students who struggle, boosting their self-efficacy.
Lastly, researchers stated that current educational programs need to address motivation and what actions teachers can use to impact students. I agree, as I increasingly encounter this problem with students. Motivation is nuanced and specific to individuals, but there are practices and new knowledge I can use to help support students. —Dana R. Wells
Hennebry-Leung, M., & Xiao, H. A. (2023). Examining the role of the learner and the teacher in language learning motivation. Language Teaching Research, 27(1), 30-56.
