Socio-dynamic motivating through idealizing classmates

Murphey, Tim; Falout, Joseph; Fukuda, Toshikatsu; Fukada, Yoshifumi

doi:10.1016/j.system.2014.06.004

Cited by 24 publications

(18 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This means that diversity (mixed-level classes) can make a difference, as students can learn from one other. Students need to be more helpful to each other and provide resources by using a reciprocal exchange of ideas to increase a lasting, group-framed motivation (Murphey, Falout, Fukuda, & Fukada, 2014). This is in line with the report by Thomas and Rose (2019), which found that language learning involved a transformative process in which other learners may play important roles.…”

Section: Group Dynamicssupporting

confidence: 69%

“…The data from the interviews were first transcribed, then translated into English (except one), and coded to make the data anonymous and to prepare for the creation of categories. Coding categories were based on the factors of anxiety identified by previous researchers, such as creating a risk-free atmosphere (including decreasing levels of stress; Shao, Yu & Ji, 2013), increasing opportunities for speaking practice (Dewaele & Al-Saraj, 2015), including more pair/group work (Crawford, McDonough, & Brun-Merser, 2019), and using group dynamics (Murphey, Falout, Fukuda, & Fukada, 2014). Patterns and relationships in the interview data were then analyzed.…”

Section: Interviewsmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills

Inada¹

2021

ELT

View full text Add to dashboard Cite

Students’ high levels of foreign-language classroom anxiety (FLCA) are reported to have a negative impact on their target language performance in classrooms. There are some anxiety studies from the students' perspective in the existing literature, but few from the teachers' perspective, particularly in Japan. Therefore, the aim of this study was to investigate how teachers managed students' levels of anxiety, which may lead to an improvement in their communication skills. Semi-structured individual interviews were conducted with six teachers. Various strategies that teachers could use to decrease students’ levels of anxiety were introduced. In communicative lessons, students need to practice speaking and listening in class as much as possible to improve these skills in an English as a foreign language (EFL) context. Therefore, teachers should use various methods to increase the opportunities for students to speak a target language in class, and to create an unthreatening classroom environment in which students can speak without hesitation. In addition, teachers could use group dynamics effectively to ensure seamless classroom management.

show abstract

Section: Group Dynamicssupporting

confidence: 69%

Section: Interviewsmentioning

confidence: 99%

Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills

Inada¹

2021

ELT

View full text Add to dashboard Cite

show abstract

“…For example, both Chang (2010) and Koga (2010) found correlations between the cohesiveness of language classes and the motivation of individual class members. In a continuing programme of research at Japanese universities, Murphey and colleagues have demonstrated the reciprocal nature of the relationship between learner motivation and group dynamics; for example Murphey et al (2014) report an action research cycle where lecturers deliberately tried to engineer more positive group dynamics in English major classes through an adaptation of possible selves theory (see Section 3.2); students were asked to generate idealizations of helpful classmates, and these visualizations in turn helped them to behave in cooperative ways with others, evidence – they argue – of positive emotional contagion.…”

Section: Theory-based Research On L2 Motivationmentioning

confidence: 99%

The motivational dimension of language teaching

2017

View full text Add to dashboard Cite

Motivation is recognized as a vital component in successful second language learning, and has been the subject of intensive research in recent decades. This review focuses on a growing branch of this research effort, that which examines the motivational effects of language teaching. This is pertinent because, despite enhanced mobility and expanding access to foreign languages online, most learners' early encounters with the second language (L2) still take place in classrooms, and these encounters may shape attitudes and determine students' willingness to invest further in the L2. Four main types of research are reviewed: first, that which deliberately seeks to identify and evaluate strategies to motivate L2 learners; second, that which has tested the validity of psychological theories of motivation by applying their precepts in L2 classrooms; third, that which assesses the motivational effects of a pedagogical innovation or intervention; fourth, research on what has been too often the unintended outcome of language education, namely learner demotivation. The review highlights the complexity of the relationship between teaching and learner motivation but an attempt is made to articulate some emerging verities and to point towards the most promising avenues for future research.

show abstract

“…Dörnyei and Ryan (2015) explained that imagery provides an internal resource that may be utilized for nurturing practices. Several scholars have pointed out that it is feasible and practical to devise a vision-inspired intervention program to take the theoretical concepts into pedagogical settings for enhancing learners’ motivation (Dörnyei, 2009; Dörnyei, 2014; Murphy et al, 2014; You et al, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Operationalizing L2 motivational self system: Improving EFL learners’ motivation through a vision enhancement program

Safdari

2019

Language Teaching Research

View full text Add to dashboard Cite

L2 motivational self system (L2MSS) has offered novel pathways for motivating language learners by introducing the concepts of possible selves, vision and imagery. The aim of the study was to examine the effectiveness of a vision-based motivational intervention program in improving motivational attributes of Iranian learners of English as a foreign language (EFL). A total of 51 male and female adult Iranian EFL learners formed the experimental and control groups. The experimental groups received the treatment during an academic semester. The intervention consisted of six steps and included various tasks and activities to improve the students’ vision and imagination. A Likert scale self-report questionnaire was administered before and after the intervention. Marginal qualitative data was also collected for a more in-depth analysis of the results. The results of ANCOVAs alongside the qualitative analysis demonstrated that the vision-based intervention was greatly effective in enhancing second language (L2) learners’ vision and motivation. The participants’ ideal L2 self, attitude toward L2 learning, imagery capacity and intended effort improved, while their ought-to L2 self remained unchanged. The outcomes suggest that it is possible to conduct vision-based interventions that contribute to improving L2 learners’ future self-guides and motivation. Finally, the relevant pedagogical implications are discussed.

show abstract

Socio-dynamic motivating through idealizing classmates

Cited by 24 publications

References 21 publications

Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills

Teachers’ Strategies for Decreasing Students’ Anxiety Levels to Improve Their Communicative Skills

The motivational dimension of language teaching

Operationalizing L2 motivational self system: Improving EFL learners’ motivation through a vision enhancement program

Contact Info

Product

Resources

About