Teaching Motivation of ELT Instructors through Goal Orientation Perspective/Amaca Yönelim Bakış Açısı ile İngilizce Okutmanlarının Öğretme Motivasyonları (original) (raw)
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Teaching Motivation of ELT Instructors through Goal Orientation Perspective
Studies researching second/foreign language (L2) motivation have mainly focused on the students' motivation to learn. They yielded interesting results which should be considered in the process of teaching. However, studies limited in number have attempted to shed light on teachers' motivation to teach which is very crucial in the process of learning. Thus, the aim of this study was to explore the goal orientations of in-service English instructors at various Turkish universities to reflect upon their motivational profiles. The data of study were derived from 61 (F=43; M=18) instructors of English who responded to the Measure of Achievement Goal Orientations which comprised items about distinct mastery, abilityapproach, ability-avoidance, and work-avoidance goal orientations, and a demographic questionnaire. The findings of the study showed that Turkish in-service ELT instructors have a high degree of mastery goal orientation (M= 4.18; SD= 0.62). There was a significant negative correlation between mastery goal orientation and work-avoidance goal orientation (p < 0.01) and there was a significant positive correlation between abilityavoidance goal orientation and work-avoidance (p < 0.01). In addition, non-parametric analyses comparing English instructors' gender, degree, age and the university they work with instructors' goal orientations yielded only one significant difference. Mann Whitney U-test showed that English instructors who have Bachelor of Arts (BA) diploma adopt more ability-avoidance goal orientations than Master of Arts (MA) holders (p<0.05).
2018
This paper seeks to investigate motivational orientations of Turkish prospective (pre-service) English language teachers in a descriptive way. In a state university in Turkey, 35 male and 90 female pre-service English language teachers participated in the study. These participants were 38 freshmen, 69 junior, and 18 senior students. A motivation scale adapted from Gobel and Mori (2006) was administered to the participants. The results showed that pre-service English language teachers have a high level of the intrinsic, integrative, and instrumental motivational orientations for learning English except the extrinsic one. Moreover, although the female participants displayed higher motivation than their male counterparts, the difference was not found robust enough excluding the intrinsic motivation. Moreover, it was obtained that the motivation levels of learners showed fluctuations in the course of time, which is congruent with previous studies. Lastly, the findings were further inter...
2015
applying appropriate methods and techniques (=3.34), designing teaching Technologies and materials (=3.34), acquiring content/topic (concepts, case, notion, principle, generalisation) (=3.41), put the prepared plans into practice (=3.28), evaluation of student success based on attainment (=3.30), giving guidance to students (=3.26), taking into account of individual characteristics of students (=3.48), making teaching attractive (=3.42), classroom management (=3.32), and acquiring teaching identity. The second problem of the study is to get answers for the question is there any di fference of novice teachers' views on pre-service teacher education according to independent variables (gender, working district, school of graduation, field, having benefit from teaching experience, and choosing teaching job fondly). According to analysis results the views of novice teachers on pre-service teacher education doesn't show any difference by gender [t(49)= 1.058, p>.05]. Analysis results show that novice teachers' views on pre-service teacher education did not differ significantly according to variables of school of graduation [F (2, 278) =1.828, p >.05], field F (4, 276) =1.640, p >.05], working district F (3, 277) =1.108, p>.05] and choosing teaching job fondly [F (2, 278) =2.091, p >.05]. Meanwhile, analysis results show that the views of novice teachers on pre-service teacher education differ significantly according to having benefit from teaching experience [ F (2, 278) = 2803,367, p < .05]. The ones' views on pre-service teacher education who having benefit from teaching experience in "high level" (=70.82) are much more positive and differ from the ones of "moderate level" (=63.24) and "low level" (=57.87). According to result of study, novice teachers have a thought that the training they have taken i s moderately enough. In addition novice teachers also thought that the training that have taken is moderately enough in planning teaching activities. In Toker-Gökçe (2013)'s study it is also found that novice teachers have some problems in "planning" Novice teachers have a thought that the training they have taken is moderately enough in teaching related content. Korkmaz and Saban (2004) in their study also found that there are some difficulties in teaching various courses. Novice teachers thought that the pre-service training they have taken is moderately enough in introducing the changes of curriculum by the MoNE. Öztürk and Yıldırım (2015)'s study also stated that novice teachers found it not useful in introducing MoNE's curriculums. Novice teachers have a thought that the training they have taken is moderately enough in reaching sources for professional development. Öztürk and Yıldırım (2015)'s study also found it not useful in providing sources for Professional development. Novice teachers have a thought that the training they have taken is moderately enough in having knowledge about legislations related to teachi ng profession. Korkmaz and Saban (2004)' study also stated that novice teachers face with some difficulties in how to conduct official issues. On the other hand, novice teachers' views that benefit from the teaching practice are much more positive. Öztürk and Yıldırım (2015)'s study also had a similar result. In line with the findings of the study, pre-service curriculums can be redesigned according to the issues teachers indicated and the roles of teacher trainers can be redefined.
This study investigated the motivational orientations of Turkish university students in their foreign language learning process. 383, 225 female and 158 male, preintermediate students studying in the English preparatory program of a state university participated in the study. A questionnaire having 30 items was administered to the students and 19 of them were also interviewed. Quantitative data were analyzed through descriptive and inferential statistics and qualitative data were analyzed via content analysis. The quantitative results revealed that students had a moderate level of foreign language learning motivation. Besides, it was found that students had a moderate level of integrative orientation and a high level of instrumental orientation. The qualitative findings showed that participants had generally instrumental reasons for learning English and their motivational level fluctuates during the learning process. Finally, it was demonstrated that instrumental orientation and integrative orientation were interrelated phenomenon.
Motivation in Foreign Language Classrooms at Tertiary Level: A Case Study
2021
In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing speci...
A CORRELATIONAL STUDY OF TURKISH UNIVERSITY STUDENTS MOTIVATION TO LEARN ENGLISH
Motivation has extensively been studied in English as a second and/or foreign language context. Yet, it seems worthwhile to conduct more research with different populations, as motivation is a dynamic quality that depends on a great number of variables and is rather difficult to attain. The present study aims to examine a group of Turkish university students' motivation to learn English as a foreign language and types of motivation they have. A total of 81 students at the English Language Teaching (ELT) department of a large and well-established state university in Turkey took part in the study. A 20-item questionnaire which was used by , adapted from Gardner, 1985 Clement et al., 1994) was administered to participants to find out ratio of integrativeness and instrumentality at participants' motivation. Besides, Pearson correlation test was used to investigate the relationship between participants' motivation and their age, gender and grades. Results showed that there was a weak correlation between motivation and age, and between motivation and the other two variables: gender and grade. It was also found out that students had high instrumental motivation, but that they also had a moderate degree of integrative motivation.
2016
The primary objective of this study is to understand and analyse the English language motivation of a sample of Turkish undergraduate students through the lens of L2 Motivational Self System. In this study, Taguchi et al.’s (2009) Motivational Self System scale was used to collect data. The scale was composed of two parts. The first part was the background information about the knowledge of the participants. They were primarily necessitated to supply their bio-data, such as gender, major, age at which they began to study English. The second involved a questionnaire. The current research was carried out at the Preparatory School of Hasan Kalyoncu University in the spring semester of the 2015-2016 academic years. The quantitative data was collected from 125 learners for the questionnaire, originating in 81 males and 44 females. The data was exposed to descriptive analyses. Moreover, independent samples t-test was used to see the differences in the responses of the respondents with respect to their gender, and one-way analysis of variance (ANOVA) was conducted to examine the differences in motivational factors in relation to the sub-groups of the sample based on the variables of L2 motivational self system. The major results include the following: First, the students formed an L2 component in their L2 self as responsible for their efforts to master an L2. With the answers to the statements, it is evident that the students consider themselves as successful L2 learners in the future. Second, the results of quantitative data ascertained a powerful existence of L2 motivational factors relevant to ought-to L2 selves of the participants. Third, students’ overall attitudes towards learning English are positive. Fourth, female learners were more positive towards learning English than male learners. Moreover, according to the t-test result, both Ideal L2 Self and Attitudes towards learning English have highly significant impact. Fifth, the findings revealed that learners who have learned foreign language(s) aside from English enhanced their ideal L2 self which had the strongest effect on learning English. The t-test represents that there was no statistically significant difference. Sixth, living abroad for more than six months experience influenced participants’ motivational selves. The result of independent samples t-test regarding the learners who had lived abroad and those who had not was significant and meaningful in terms of Ought-to L2 Self. Finally, even though the result of one-way ANOVA regarding age showed that learners’ age had no significantly important difference with their L2 Motivational Self, based on the averages of mean scores, it is evident that motivation decreased with age.
ELS Journal on Interdisciplinary Studies in Humanities
This study aims to investigate the students’ motivational orientations in learning English. The method of this research is a quantitative method and a questionnaire is used to collect the data. The result from this research indicates that there are differences in the level of motivation possessed by female and male students. Females tend to learn English with the aim of understanding English in terms of literacy and culture. Meanwhile, males learn English because they want to get good privileges such as having broad insight, getting a good job, and social status. Males have a high level of instrumental motivational orientation with a total percentage of 72.50% while females have 67.50%. Besides that females achieve a high integrative level with a percentage of 92.50% and males reached 80%. It can be concluded that males and females have different motivational orientations.
Motivational Orientations of Turkish EFL Students: The Case at a State University
This study investigated the motivational orientations of Turkish university students in their foreign language learning process. 383, 225 female and 158 male, pre-intermediate students studying in the English preparatory program of a state university participated in the study. A questionnaire having 30 items was administered to the students and 19 of them were also interviewed. Quantitative data were analyzed through descriptive and inferential statistics and qualitative data were analyzed via content analysis. The quantitative results revealed that students had a moderate level of foreign language learning motivation. Besides, it was found that students had a moderate level of integrative orientation and a high level of instrumental orientation. The qualitative findings showed that participants had generally instrumental reasons for learning English and their motivational level fluctuates during the learning process. Finally, it was demonstrated that instrumental orientation and integrative orientation were interrelated phenomenon.