An Instructional Model Using English Motivational Self System

Outhaichute, Pacharin; Raksasataya, Sarintip

doi:10.1037/e667652012-050

Cited by 3 publications

(3 citation statements)

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“…The clear vision of future self results into the positive attitude towards learning English which eventually motivates the students to devise the ways to learn English language. The results obtained from the current research are in line with the studies conducted by Rajab et el, (2012) Outhaichute & Raksasataya (2013) where L2 ideal self was found to rank higher than other components of the L2 motivational self system.…”

Section: Discussionsupporting

confidence: 82%

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Khan¹

2015

IJELT

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The present study aims at exploring the relationship between L2 motivational selves and L2 achievement in Saudi EFL context. The participants of the study are Saudi Foundation Year female students (aged18-20) studying at English Language Institute of King Abdulaziz University, Jeddah. To serve this purpose, Dornyei's (2009) L2 Motivational Self System is utilized as a theoretical framework to find out the relationship between L2 selves (Ideal and ought to), students' intended efforts to learn English, and their achievement (marks obtained in formal exams). This is carried out through the survey in the form of structured questionnaire and semi-structured interview. Moreover, the marks sheet of English language test of the participants is also obtained for this purpose. The analysis of both quantitative and qualitative data reveals that L2 Ideal self highly affects both the motivational level to learn English language and their formal L2 achievement as compared to ought to L2 self which has significant influence only on participants' motivational level i.e. their efforts to learn English (criterion measure). The results of the study are significant enough to generalize, thus, it offers a graphical representation of the relationship between all the variables under discussion. In the end, pedagogical recommendations have been made in order to develop and strengthen L2 ideal selves of the EFL learners.

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Section: Discussionsupporting

confidence: 82%

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Khan¹

2015

IJELT

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“…The methods refer to motivation types because they determine the materials used in the classroom (Alizadeh, 2016;Dörnyei, 2008;Nicholson, 2013;Öztürk, 2014;Zubairi & Sarudin, 2009). So, teachers apply a suitable way or method to enhance the students' motivation of learning foreign languages to achieve the goals of foreign language learning (Alizadeh, 2016;Outhaichute & Raksasataya, 2013). It means that language teachers can help their students in making connections about what they learn at school and their lives (Albrecht & Karabenick, 2018).…”

Section: Introductionmentioning

confidence: 99%

How do foreign language teachers motivate students in language learning?

Rahman

Sahayu

2020

SiELE

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Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

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“…Taking the present findings into consideration, it can be said that teacher candidates need to be assisted to make them reach their ought selves and balance the discrepancies in their minds. In a study conducted with learners of English, Outhaichute & Raksasataya (2014) assert that ideal English self affects the learning achievement of the students. Thus, it is assumed that reaching the ideal selves or ought selves will also contribute to the success of teacher candidates in their future practices.…”

Section: Discussionmentioning

confidence: 99%

The Self Concepts of English Teacher Candidates About Teaching Vocabulary

Demir¹

2023

ijla

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Day by day, the importance of English is increasing in many areas of life. While learning a language, it is significant to develop four language skills. However, since vocabulary knowledge may provide basic communication for the students, it is vital to teach it systematically. While teaching vocabulary, teachers use various techniques. Some of them try new techniques, while some prefer to teach in the way they learned. These differences lead to different levels of vocabulary achievement. In that sense, it will be of great help to conduct research on discovering the self-concepts of pre-service English teachers for teaching vocabulary. The study aims to conduct mixed-method research to discover the self-concepts of 3rd year English Language Teaching (ELT) students who are teacher candidates. In this study, the participant group has been chosen according to convenience sampling, and semi-structured interviews have been conducted. According to the results of the present study, English teacher candidates need training related to vocabulary teaching in their senior year to avoid their possible self-discrepancy problems. The results of the present study will shed light on language teacher educators to prevent possible problems for future English teachers. In that sense, it is vital to learn self-concepts to create the most effective method for language teachers to use.

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An Instructional Model Using English Motivational Self System

Cited by 3 publications

References 0 publications

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

Analyzing the Relationship between L2 Motivational Selves and L2 Achievement: A Saudi Perspective

How do foreign language teachers motivate students in language learning?

The Self Concepts of English Teacher Candidates About Teaching Vocabulary

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