Motivational dynamics in English classes at a Brazilian public school

Bambirra, Raquel

doi:10.1590/1984-6398201710970

Cited by 3 publications

(2 citation statements)

References 22 publications

(17 reference statements)

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“…Source: Miccoli, 2014, p. 53. Figure 4 shows that experiences intertwine in classrooms -a complexity that makes it impossible to consider teacher' and students' experiences in isolation, as exemplified by Bambirra (2016;2017a). The complexity found in the process of language teaching and learning compels the recognition of the tangle of relationships emerging from interactions among participants in class, modulating narrated experiences, unequivocally exposing some of the recurrent interrelated elements that constitute them.…”

Section: Figure 4 -The Complexity Of Classroom Language Teaching and mentioning

confidence: 99%

“…Finally, research on students' and teachers' experiences has explored: (a) assessment (Barata, 2014), (b) indiscipline (Vianini, 2009;, (c) agency and affordance in public school (Arruda, 2014), (d) successful English learning experiences (Arruda, 2014), and, more recently, (e) the promotion of hope and critical teaching in pre-service teachers-to-be in an internship program (Silva e Souza, 2018). Under a dynamic perspective, the inter-relation among students' motivation, teacher's motivation and the learning context has also been researched (Bambirra, 2016;2017a;2017b).…”

Section: Introductionmentioning

confidence: 99%

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Experiential research for understanding the complexity of teaching and learning English as a foreign language

2020

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Narratives reveal complex nets of experiences, typical of dynamic systems. Disentangling them reveals their nature, broadening and deepening the understanding of complex language teaching and learning processes. In this paper, we present over 20 years of research done in Brazil, focusing on foreign language teaching and learning experiences. Reviewing the motivation that led Author 1 to the emergence of experiential research, we discuss experience as a construct and unit of analysis and its complex nature; share visual representations of the complexity of teaching and learning experiences with illustrative data excerpts; and finally present teachers’ and students’ experiential frames of reference for research. To conclude, we defend experiential research as a successful approach to investigate language teaching and learning, hoping that other researchers may find it useful.

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Section: Figure 4 -The Complexity Of Classroom Language Teaching and mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Experiential research for understanding the complexity of teaching and learning English as a foreign language

2020

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Writing Abstracts in the University Context: Combining Genre-Based and Process-Oriented Approaches

Dias

2020

Trab. linguist. apl.

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Abstracts play an essential role in the academic field since they are the first section of a research article readers have at their disposal to determine its relevancy. Their main goal is to give a concise view of the articles that accompany them. Grounded on recent theoretical studies, this paper discusses the principles of a pedagogical learning cycle that can assist students in the development of their academic writing literacies in English. This cycle combines two methodologies traditionally used to develop writing literacies, the process-oriented approach and the genre-based one. Additionally, it presents classroom practices developed for the university context regarding the teaching of the academic genre “abstract” to undergraduates taking English at a Faculty of Letters in a public university of Minas Gerais. The participants were freshmen who were taking English One, in their first term in the context of higher education. The classes took place in September of 2017 and ran for one third of a sixty-hour mandatory course. They were aimed at discussing the stages of the learning cycle to help students’ understanding of how to write abstracts in English. The learning activities are thoroughly explained to demonstrate how the stages can be pedagogically applied to teaching practices. A brief analysis of one of the abstracts written by a participating group is given to show that the learning cycle can work well in assisting university students to adequately write abstracts. In a world where English is the major means of sharing scientific knowledge among members of academia, this writing pedagogy may be useful to learners in the process of composing abstracts in English as well as to professors teaching writing in the university context.

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Exploring Language Learning Motivation among Primary EFL Learners

Wallace¹,

Leong²

2020

JLTR

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The present study examined factors contributing to motivation of young EFL learners. Specifically, it explored learners’ attitudes and purposes for studying English, and how their perceptions of social support (teacher, family, peers) and that of the formal learning environment (learning tasks and class activities) varied at different levels of motivation. In total, 23 grade six students who studied at a Macau primary school completed a 10-item open-ended questionnaire. Findings revealed that most of the participants were highly motivated and learned English for both instrumental (e.g., for work and travel) and integrative (e.g., wanting to integrate within the target language culture) reasons. Most respondents reported that they viewed their teachers positively, which may explain why most of them also had a positive view of studying English despite indicating that their family expected them to get high grades on exams, and that most of their classmates perceived studying English negatively. Unsurprisingly, participants also reported that games and songs were their favored activities because they increased their intrinsic motivation to learn. The results of this study suggest that young learner motivation may be largely influenced by the learning environment (as opposed to family or peer social relationships), notably the positive relationship with the teacher and the types of learning activities employed to achieve learning aims.

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Motivational dynamics in English classes at a Brazilian public school

Cited by 3 publications

References 22 publications

Experiential research for understanding the complexity of teaching and learning English as a foreign language

Experiential research for understanding the complexity of teaching and learning English as a foreign language

Writing Abstracts in the University Context: Combining Genre-Based and Process-Oriented Approaches

Exploring Language Learning Motivation among Primary EFL Learners

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