Quint Oga-Baldwin | Waseda University (original) (raw)
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Papers by Quint Oga-Baldwin
Language Teaching Research
Self-determination theory is one of the most established motivational theories both within second... more Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period ( k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement, and application of self-determination theory constructs. Based on our results, we highlight directions for future research in relation to theory and practice.
R. M. (2017). Motivating young language learners: A longitudinal model of motivational developmen... more R. M. (2017). Motivating young language learners: A longitudinal model of motivational development in elementary school foreign language classes. Contemporary Educational Psychology.
A culture of engagement may help to build and sustain young children's motivation to learn a new ... more A culture of engagement may help to build and sustain young children's motivation to learn a new language. In this study, we sought to investigate the link between engagement and motivation over the course of a semester in a naturally occurring Japanese elementary school classroom environment. 423 fifth-year students in public elementary schools in western Japan agreed to participate in the research. Students completed surveys at two time points, first at the beginning of the semester regarding their in-class engagement, and again at the end of the semester regarding their motivation. A structural equation model was constructed using engagement and gender as predictors and motivational regulations as outcome variables. Observer rating of each class was used to triangulate. Engagement strongly predicted more adaptive intrinsically regulated motives and negatively predicted more extrinsic motives. Male students showed a tendency toward lower engagement, lower internally regulated motives, and higher externally regulated motives. Observer rating showed that students' reported engagement was visible to outside observers. Findings indicate that students' in-class engagement may be an important variable when investigating the long-term dynamics of foreign language learning in a classroom setting. Practical and theoretical implications are discussed.
Japanese Psychological Research, 2015
Recent discussions of autonomy have included the perspective that, as a basic human need across c... more Recent discussions of autonomy have included the perspective that, as a basic human need across cultural environments, it includes not only choice but also personal endorsement of action. The present study focused on the cultural experience of autonomy-support in Japanese elementary school foreign language classes. Three studies were conducted to investigate how students understand autonomysupportive teaching. In Study 1, exploratory focus groups defined cultural perspectives on autonomy-support and structure. Exploratory and confirmatory factor analysis indicated that clarity, pacing, and teachers' positive affect correspond to students' perception of supportive teaching. Study 2 investigated teacher support in relation to in-class engagement using longitudinal structural equation modeling. The results indicated a strong relationship between perceptions of support and classroom behavioral engagement, with stable effects over time. Study 3 longitudinally investigated teacher support in relation to students' perceptions of personal autonomy, relatedness, and competence need satisfaction. Findings show a strong positive relationship between teacher support and need satisfaction with high test-retest reliability. Discussion focuses on how autonomy need satisfaction is experienced in different cultures with differing social norms.
This poster presents a critical review of the use of “ideal-L2-self” scales to predict motivation... more This poster presents a critical review of the use of “ideal-L2-self” scales to predict motivation in second language (L2) learning. The discussion starts by highlighting the contradiction inherent to using anonymous, aggregated survey data to assess learners’ personal goals (Ushioda, 2009). By way of illustration, the most commonly adopted scale (Ryan 2009) is used to show how adoption of this approach leads inevitably to a lowest-common-denominator definition, phrased in the most generalized terms; e.g. “being able to imagine [oneself] talking to foreigners (sic) in English” (Ryan, 2008; also Taguchi, 2013). The issue for researchers thus becomes how to interpret such broadly phrased scale-items for specific learning contexts. With regard to classroom-based EFL learning, the poster presents unpublished, whole-cohort data from one Japanese public university that includes results from an Attitudes and Motivation Survey administered on the first day of English classes, along with time...
The Asia-Pacific Education Researcher, 2014
Your article is protected by copyright and all rights are held exclusively by De La Salle Univers... more Your article is protected by copyright and all rights are held exclusively by De La Salle University. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
Motivation, Leadership and Curriculum design, 2015
Teachers and teacher educators often look to the course of study (CoS) for elementary foreign lan... more Teachers and teacher educators often look to the course of study (CoS) for elementary foreign languages (MEXT, 2008) for guidelines on how to conduct the newly implemented curriculum for 5'" and 6'" grade students. In comparison with other levels of education, the current CoS places a greater emphasis on students' affect and motivation. In order to provide teachers with a clear theoretical framework for improving students motivation, this paper seeks to use the self-determination theory (SDT) of motivation to supplement the course of study. Recognizing connections between the larger motivational perspective offered by SDT and the practices and principles outlined in the CoS, teachers and researchers may develop strategies for building learning motivation and positive affect for the foreign language.
The Journal of Asia TEFL, Jul 1, 2013
Native English speaking teachers (NESTs) are employed throughout Asian countries for the purpose ... more Native English speaking teachers (NESTs) are employed throughout Asian countries for the purpose of modeling the foreign language and providing support to non-Native English speaking teachers (NNESTs). At the same time, the exact influence of NESTs on students’ learning behaviors has not been fully documented, and some studies have indicated a negative effect on overall learning. Based on the social cognitive theory of observational learning, this study attempted to address the following research questions: 1) How do students perceive classes lead by NESTS and NNESTs with regard to teacher modeling and students’ own spoken output? and 2) How do teachers’ modeled behaviors influence student output? Using repeated measures MANOVA, this study found differences in the amount of English spoken by NESTS and NNESTs, though no meaningful differences between different teacher groups’ perceived affect when speaking English were found. Multiple regression analyses indicated that in the Japanese elementary classroom, the homeroom teacher exerted a greater effect on students’ language learning behavior than language specialist NNESTs and NESTs. Findings indicate that the homeroom teacher may act as a behavioral role-model for language learning, and thus their involvement in foreign language classes may benefit students’ foreign language acquisition.
Conference Posters by Quint Oga-Baldwin
This poster presents a critical review of the use of “ideal-L2-self” scales to predict motivation... more This poster presents a critical review of the use of “ideal-L2-self” scales to predict motivation in second language (L2) learning. The discussion starts by highlighting the contradiction inherent to using anonymous, aggregated survey data to assess learners’ personal goals (Ushioda, 2009). By way of illustration, the most commonly adopted scale (Ryan 2009) is used to show how adoption of this approach leads inevitably to a lowest-common-denominator definition, phrased in the most generalized terms; e.g. “being able to imagine [oneself] talking to foreigners (sic) in English” (Ryan, 2008; also Taguchi, 2013). The issue for researchers thus becomes how to interpret such broadly phrased scale-items for specific learning contexts. With regard to classroom-based EFL learning, the poster presents unpublished, whole-cohort data from one Japanese public university that includes results from an Attitudes and Motivation Survey administered on the first day of English classes, along with time...
Language Teaching Research
Self-determination theory is one of the most established motivational theories both within second... more Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period ( k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement, and application of self-determination theory constructs. Based on our results, we highlight directions for future research in relation to theory and practice.
R. M. (2017). Motivating young language learners: A longitudinal model of motivational developmen... more R. M. (2017). Motivating young language learners: A longitudinal model of motivational development in elementary school foreign language classes. Contemporary Educational Psychology.
A culture of engagement may help to build and sustain young children's motivation to learn a new ... more A culture of engagement may help to build and sustain young children's motivation to learn a new language. In this study, we sought to investigate the link between engagement and motivation over the course of a semester in a naturally occurring Japanese elementary school classroom environment. 423 fifth-year students in public elementary schools in western Japan agreed to participate in the research. Students completed surveys at two time points, first at the beginning of the semester regarding their in-class engagement, and again at the end of the semester regarding their motivation. A structural equation model was constructed using engagement and gender as predictors and motivational regulations as outcome variables. Observer rating of each class was used to triangulate. Engagement strongly predicted more adaptive intrinsically regulated motives and negatively predicted more extrinsic motives. Male students showed a tendency toward lower engagement, lower internally regulated motives, and higher externally regulated motives. Observer rating showed that students' reported engagement was visible to outside observers. Findings indicate that students' in-class engagement may be an important variable when investigating the long-term dynamics of foreign language learning in a classroom setting. Practical and theoretical implications are discussed.
Japanese Psychological Research, 2015
Recent discussions of autonomy have included the perspective that, as a basic human need across c... more Recent discussions of autonomy have included the perspective that, as a basic human need across cultural environments, it includes not only choice but also personal endorsement of action. The present study focused on the cultural experience of autonomy-support in Japanese elementary school foreign language classes. Three studies were conducted to investigate how students understand autonomysupportive teaching. In Study 1, exploratory focus groups defined cultural perspectives on autonomy-support and structure. Exploratory and confirmatory factor analysis indicated that clarity, pacing, and teachers' positive affect correspond to students' perception of supportive teaching. Study 2 investigated teacher support in relation to in-class engagement using longitudinal structural equation modeling. The results indicated a strong relationship between perceptions of support and classroom behavioral engagement, with stable effects over time. Study 3 longitudinally investigated teacher support in relation to students' perceptions of personal autonomy, relatedness, and competence need satisfaction. Findings show a strong positive relationship between teacher support and need satisfaction with high test-retest reliability. Discussion focuses on how autonomy need satisfaction is experienced in different cultures with differing social norms.
This poster presents a critical review of the use of “ideal-L2-self” scales to predict motivation... more This poster presents a critical review of the use of “ideal-L2-self” scales to predict motivation in second language (L2) learning. The discussion starts by highlighting the contradiction inherent to using anonymous, aggregated survey data to assess learners’ personal goals (Ushioda, 2009). By way of illustration, the most commonly adopted scale (Ryan 2009) is used to show how adoption of this approach leads inevitably to a lowest-common-denominator definition, phrased in the most generalized terms; e.g. “being able to imagine [oneself] talking to foreigners (sic) in English” (Ryan, 2008; also Taguchi, 2013). The issue for researchers thus becomes how to interpret such broadly phrased scale-items for specific learning contexts. With regard to classroom-based EFL learning, the poster presents unpublished, whole-cohort data from one Japanese public university that includes results from an Attitudes and Motivation Survey administered on the first day of English classes, along with time...
The Asia-Pacific Education Researcher, 2014
Your article is protected by copyright and all rights are held exclusively by De La Salle Univers... more Your article is protected by copyright and all rights are held exclusively by De La Salle University. This e-offprint is for personal use only and shall not be self-archived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
Motivation, Leadership and Curriculum design, 2015
Teachers and teacher educators often look to the course of study (CoS) for elementary foreign lan... more Teachers and teacher educators often look to the course of study (CoS) for elementary foreign languages (MEXT, 2008) for guidelines on how to conduct the newly implemented curriculum for 5'" and 6'" grade students. In comparison with other levels of education, the current CoS places a greater emphasis on students' affect and motivation. In order to provide teachers with a clear theoretical framework for improving students motivation, this paper seeks to use the self-determination theory (SDT) of motivation to supplement the course of study. Recognizing connections between the larger motivational perspective offered by SDT and the practices and principles outlined in the CoS, teachers and researchers may develop strategies for building learning motivation and positive affect for the foreign language.
The Journal of Asia TEFL, Jul 1, 2013
Native English speaking teachers (NESTs) are employed throughout Asian countries for the purpose ... more Native English speaking teachers (NESTs) are employed throughout Asian countries for the purpose of modeling the foreign language and providing support to non-Native English speaking teachers (NNESTs). At the same time, the exact influence of NESTs on students’ learning behaviors has not been fully documented, and some studies have indicated a negative effect on overall learning. Based on the social cognitive theory of observational learning, this study attempted to address the following research questions: 1) How do students perceive classes lead by NESTS and NNESTs with regard to teacher modeling and students’ own spoken output? and 2) How do teachers’ modeled behaviors influence student output? Using repeated measures MANOVA, this study found differences in the amount of English spoken by NESTS and NNESTs, though no meaningful differences between different teacher groups’ perceived affect when speaking English were found. Multiple regression analyses indicated that in the Japanese elementary classroom, the homeroom teacher exerted a greater effect on students’ language learning behavior than language specialist NNESTs and NESTs. Findings indicate that the homeroom teacher may act as a behavioral role-model for language learning, and thus their involvement in foreign language classes may benefit students’ foreign language acquisition.
This poster presents a critical review of the use of “ideal-L2-self” scales to predict motivation... more This poster presents a critical review of the use of “ideal-L2-self” scales to predict motivation in second language (L2) learning. The discussion starts by highlighting the contradiction inherent to using anonymous, aggregated survey data to assess learners’ personal goals (Ushioda, 2009). By way of illustration, the most commonly adopted scale (Ryan 2009) is used to show how adoption of this approach leads inevitably to a lowest-common-denominator definition, phrased in the most generalized terms; e.g. “being able to imagine [oneself] talking to foreigners (sic) in English” (Ryan, 2008; also Taguchi, 2013). The issue for researchers thus becomes how to interpret such broadly phrased scale-items for specific learning contexts. With regard to classroom-based EFL learning, the poster presents unpublished, whole-cohort data from one Japanese public university that includes results from an Attitudes and Motivation Survey administered on the first day of English classes, along with time...