The Relationship between Extrinsic vs. Intrinsic Motivation and Strategic Use of Language of Iranian Intermediate EFL Learners

Khazaie, Zeinab Moradi; Mesbah, Zahra

doi:10.4304/tpls.4.1.99-109

Cited by 13 publications

(12 citation statements)

References 24 publications

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“…Correlation between gender and LLS choice was measured. Females reported moderately higher levels of strategy use than males, in accordance with past, and ever-growing findings (Khazaie & Mesbah, 2014;Oxford, 1993;Oxford & Nyikos, 1989), indicating males lag behind females in the breadth of strategy use.…”

Section: Resultssupporting

confidence: 83%

“…Instrumental motivation is a source of extrinsic motivation that refers to the practical pragmatic reason for language study and places a utilitarian value on learning for career advancement (Simmons, Dewitte, & Lens, 2000). Khazaie and Mesbah (2014) recognized that both intrinsic and extrinsic motivation influenced the frequency use and choice of reported LLS, with the highest correlation shared with affective strategies (r = .75 to .93, p < .01) and the lowest correlation shared with memory strategies (r = .23 to .54, p < .01). Moreover, results from a survey study by Shin and So (2018) revealed that higher levels of determination, mastery goal orientation, and internal regulation positively affected the use of cognitive, metacognitive, compensatory, and social strategies.…”

Section: Motivation and Language Learning Strategiesmentioning

confidence: 99%

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A Regression Analysis Approach to Measuring the Influence of Student Characteristics on Language Learning Strategies

Almusharraf¹,

Bailey²

2021

INT J INSTRUCTION

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Mapping multivariate influence of learner characteristics on behavior highlights models in learning. To this end, we explored the relationships between strategies and learning characteristics and used regression analysis to understand how learner characteristics predict learning strategy choices. A cross-sectional research design with 175 students revealed high levels of strategy use, with statistically significant correlations within and between Strategy Inventory for Language Learning (SILL; Oxford, 1990) and Student Characteristics of Learning (SCL; Artelt, Baumert, Julius-McElvany, & Peschar, 2003) scales. Regression analyses revealed differences in the types of learner characteristics predicting strategy use, most notably between direct and indirect strategy categories. Instrumental motivation was predictive for both direct and indirect SILL subcomponents, while selfefficacy influenced memory, cognitive and compensation strategies, and persistence predicted reported levels of metacognitive and affective strategy choice. Moreover, a negative path coefficient existed from persistence to compensation strategies and from competition to memory strategies, indicating mediation and overall rich complexity in how learner characteristics influence behavior.

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Section: Resultssupporting

confidence: 83%

Section: Motivation and Language Learning Strategiesmentioning

confidence: 99%

A Regression Analysis Approach to Measuring the Influence of Student Characteristics on Language Learning Strategies

Almusharraf¹,

Bailey²

2021

INT J INSTRUCTION

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“…Moghaddam et al (2019) indicated that the instructors most frequently used reflective techniques were metacognitive and cognitive components, and the least frequently used were practical components. Similarly, it was determined that female students employ cognitive, metacognitive, and social strategies more recurrently than male students (Khazaie & Mesbah, 2014;Oxford & Nyikos, 1989). There are also significant differences in their study between the males and the females in their use of memory, cognitive, and compensation strategies.…”

Section: Empirical Studies Related To Gender and Reflective Practicesmentioning

confidence: 99%

Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience

Almusharraf

Almusharraf²

2021

J Ethn Cult Stud

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Reflection and reflective practices are integral to teacher education; therefore, this study contributes to the growing literature on reflective practice by uncovering gender differences. The study explored the influence of gender differences and teaching experience on postsecondary instructors' conscious reflective teaching practice, using a survey of 226 male and 207 female EFL instructors working in the Kingdom of Saudi Arabia (KSA). The results indicated that females scored higher than males on the total English Language Teaching Reflection Inventory (ELTRI) scores, except on the critical factor of the ELTRI, where males outperformed. The results also revealed that experienced instructor participants had a significantly higher score on the total ELTRI than novice instructor participants. The study proposes a tangible, flexible resource for reflective practices of applied, cognitive, affective, metacognitive, and critical reflection, and offers assistance to counter gender differences. The study recommends designing guides with effective and valid instruments for fostering reflective teaching practices. Policymakers in higher institutions should prepare systematic programs and provide remedial resources and events for instructors to target the most challenging areas for both genders. Future research should also consider other factors, such as the academic degree, cultural background, and linguistic differences that might affect the instructors' knowledge and reflective practice.

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“…http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v7i2.17321 P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license Mesbah, 2014;Poornima et al, 2016). Teachers could influence learners' motivation through motivational strategies that refer to teachers' techniques to develop positive attitudes toward language learning (Dörnyei, 2001;.…”

Section: -200mentioning

confidence: 99%

Enhancing EFL Learners’ Motivation through Songs

Adara

2020

IEE Ind. J. Eng. Edu.

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Improving learners’ motivation is an essential task for teachers because it can maintain learners’ interest in learning. This is why teachers employ numerous motivational strategies in order to enhance learners’ motivation. One of the strategies that can enhance learners’ motivation is using songs in English classrooms. The present study aims to analyse the effects of using songs in EFL classrooms on EFL learners’ motivation. The study used an experimental method by dividing the respondents into two groups: the experimental and control classes. While the control class was taught English conventionally, the experimental class lessons were integrated with English songs. Furthermore, a set of questionnaires and semi-structured interviews were administered in order to obtain the data. The findings suggest that songs seem to have positive effects on EFL learners’ motivation. Besides, using songs in EFL classrooms helps learners absorb new vocabulary and make English lessons more engaging. Thus, English teachers need to consider using English songs in their classrooms to improve learners’ motivation. Nevertheless, songs need to be suited to the learners’ level of English, age, and characteristics of the lessons.ABSTRAKMeningkatkan motivasi siswa adalah tugas penting bagi guru karena hal itu bisa meningkatkan minat siswa dalam belajar. Hal itu yang membuat guru menerapkan berbagai strategi motivasional demi meningkatkan motivasi siswa. Salah satu strategi yang dapat digunakan untuk meningkatkan motivasi siswa adalah menggunakan lagu-lagu di kelas-kelas bahasa Inggris. Penelitian ini bertujuan untuk menganalisis efek-efek lagu dalam peningkatan motivasi di kelas-kelas bahasa Inggris. Penelitian ini menggunakan metode eksperimental dengan membagi responden ke dalam dua grup: eksperimental dan kontrol. Kelas kontrol belajar bahasa Inggris secara konvensional sedangkan kelas eksperimental belajar bahasa Inggris dengan pelajaran yang diintegrasikan dengan lagu. Selain itu penelitian ini menggunakan kuesioner dan wawancara semi terstruktur untuk mendapatkan hasilnya. Penelitian ini mengindikasikan lagu dapat memotivasi siswa untuk belajar bahasa Inggris dan mendapatkan kosakata baru. Oleh karena itu, guru harus mempertimbangkan penggunaan lagu dalam kelas-kelas bahasa Inggris untuk meningkatkan motivasi siswa. Namun, penggunaan lagu perlu disesuaikan dengan level kemampuan bahasa Inggris, usia dan karakteristik pelajaran.

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The Relationship between Extrinsic vs. Intrinsic Motivation and Strategic Use of Language of Iranian Intermediate EFL Learners

Cited by 13 publications

References 24 publications

A Regression Analysis Approach to Measuring the Influence of Student Characteristics on Language Learning Strategies

A Regression Analysis Approach to Measuring the Influence of Student Characteristics on Language Learning Strategies

Postsecondary Instructors’ Reflective Teaching Practices Pertaining to Gender Differences and Teaching Experience

Enhancing EFL Learners’ Motivation through Songs

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