Motivating Class Engagement in Adolescent Boys in a French Language Course - Essay Example

?Motivating Engagement in Adolescent Boys in a French Language Section Introduction In most es, especially in those where adolescents attend, there are some students who may be restless and inattentive to lessons, causing disruption to the attention and engagement of their classmates. Teaching adolescents is very challenging work especially with young boys who do not seem to be interested in the lessons. It is essential for teachers to be adept at classroom management strategies in order to engage students in learning tasks so they can deliver good performance in their academics. At the same time, it is important to understand student behaviors so that teachers can anticipate them as well as motivational strategies to sustain the student’s attention and engagement. Dawson (2009) contends that motivation comes from enjoying tasks and the desire to achieve the goals one has set for himself. For students, getting good grades, pleasing their parents and teachers and having a commendable school record for future use in the pursuit of higher education are just some of the goals they may have. Three kinds of goal orientation were explained by Brown and Hunning (2010). The first is learning goal orientation. This is when an individual is motivated by learning something new that benefits him by improving himself. The second goal orientation is called performance-prove orientation. This is when an individual performs well so that he can attain a reward like high grades. He does everything go beyond expectations in order to prove himself worthy of his high grades and gain the approval and respect of others. Finally, the third goal orientation is known as the performance avoid orientation. This motivates an individual to perform well in order to avoid punishment such as failing an academic subject. Like negative reinforcement, the individual’s goal is to avoid punishment in the form of reprimand or disapproval, so he tries his best in the performance of his tasks. A student with a learning goal orientation will be satisfied in what he does due to the learning he derives from it. One with a performance prove orientation will constantly put his best foot forward just so he gets rewarded for his performance and gets upset when he is not. In contrast, an individual who has a performance avoid goal orientation keeps on worrying about committing errors that the thought itself debilitates him in reducing satisfaction in his tasks. Brown and Hunning (2010) recommend the learning goal orientation to be propagated in organizations since it promotes the best outcomes. Brown and Hunning’s goal orientation theory may be paralleled to the intrinsic-extrinsic motivation theory wherein learning goal orientation is likened to intrinsic motivation and performance-prove and performance-avoid goal orientation are likened to extrinsic motivation. The intrinsic-extrinsic motivation theory is a dualistic theory where the intrinsic motivation theory referred to an inner motivation that gives the individual a sense of fulfilment. The extrinsic motivation theory referred to external motivation such as rewards or approval from other people. The intrinsic motivation is known to be more effective in an individual’s retention in his or her work (Deci & Ryan, 1985). In the case of motivating students, especially adolescent boys, to be more engaged in their school tasks, teachers should take into consideration their general nature and behaviour and the effective ways to help them perform better in school. Adolescent boys are more into tasks that promote fun and creativity as well as collaborative and competitive activities. They should engage their senses and bodies in the learning process and not be limited to passive listening and writing. Classroom management techniques should be selected well in order to facilitate smooth classes and optimize student learning. Section 2: Focus This school based research will explore ways to motivate a group of Year 8 boys in a Modern Foreign Language class (French language) in Amersham School. These boys have been observed to cause low level disruption in class. Their behaviour is generally good, but they have issues in engagement and motivation. This usually affects not only their learning but the learning of their classmates, since they can distract them from engaging and participating well in class. Year 8 students are usually in the early adolescent stage of development. Psychosocial theory explains that boys in this year level, aged 12-13 years, simultaneously experience major developmental changes with regards to their physical, cognitive and emotional development. Such transformational processes involve the relinquishing of childhood perspectives in order to face new developmental tasks of their present adolescent stage (Newman & Newman, 2011). It is very challenging for young boys to cope with all the changes that are ongoing within themselves as well as the new expectations and responsibilities bestowed on them, that sometimes, they may not be too engaged in the tasks they are given due to being too overwhelmed with it. Hence, they need to be supported with some age-appropriate strategies and interventions to keep them on track (O’Neil et al., 2013). In order to help teachers in managing their classes well, the Amersham School has provided its teachers with some guidance in dealing with students who may be disruptive in class. It is one of the school’s core beliefs that poor behaviour is unacceptable. It denies other students the right to learn and the teachers the right to teach when a student manifests disruptive behaviour in class. It is stated in the school’s behaviour and learning policy that “To enable learning to take place preventative and intervention action is most effective, but where this fails, schools must have clear, firm and intelligent strategies in place to help students own and manage their behaviour” (Amersham School, 2013, p. 2) One of the strategies endorsed by the school is giving of rewards and praise to students who manifest good behaviour and good academic performance. The school believes that this is more effective than giving sanctions for bad behaviour. It motivates them to achieve their full potential (Amersham School, 2013). Other strategies to motivate children are dependent on teachers’ planning of interesting activities. The main question for this school-based project is: “How to best motivate a group of boys in modern foreign languages lessons (French)?” The following sub-questions will also support the greater understanding of the main question: 1 What learning activities do boys best respond to? 2 Are praise and rewards effective motivators? Do these have an impact on their learning of the French language and their academic performance in this foreign language subject? Section 3: Investigation The researcher has selected a qualitative approach in conducting the investigation for this research. Primary data collection includes systematic observation, semi-structured focus group discussions with a group of Year 8 students in the school and the researcher’s own ethnographic reflections and review of motivational strategies and learning activities she has used with her students in her French classes. These data-gathering methods shall be supported by secondary data from the review of literature on motivation, behavior and classroom management. 3.1 Qualitative Research In this study, qualitative research methods grounded in interpretive epistemological assumptions were employed to explore effective motivational strategies to engage restless Year 8 boys in learning tasks in their French classes. Robson (2002) contends that information which may be difficult to explain quantitatively may be understood with more depth when qualitative methods are used. Interpretative Phenomenological Analysis (IPA) is an idiographic qualitative methodology that probes and explores in order to understand the perspective of the participants of a study (Smith 1996). As Bryman (2008) points out, in knowledge construction it is very essential for the social researcher to construct knowledge by understanding of the social world through the eyes of its participants. Thus phenomenology points to an interest in the nature of human experience and the meaning that people attach to their experiences, with the assumption that the important reality is what people perceive it to be (Kvale & Brinkmann 2009, p.26). Interpretive research allows the individual to shape reality using its own interpretations, meanings and understanding (Kvale & Brinkmann 2009). In this research emphasis is placed on the active involvement of people in reality construction. In addition, secondary literature has been valuable in substantiating the findings. The following qualitative methods were used in this study: 3.1.1 Systematic observation Observations, as a means of collecting qualitative data, involve carefully watching and systematically recording what is seen and heard in a particular setting (Schmuck 1997 in Mertler 2006). Greetz (1983) points out that when the term ethnography is used to describe the method of observation, what goes on is not always simply a “rational” activity but has a richness, associated with the meanings which such activities have for participants (Greetz, 1983 in Fox 1998). Observation is filtered through a person’s interpretive faculties and that "the most accurate observations are shaped by formative theoretical frameworks and scrupulous attention to detail" (Schensul, Schensul & LeCompte 1999, p. 95). For this study, behaviors of 5 identified Year 8 boys in the researcher’s French class were observed and noted down while classes were in session. 3.1.2 Semi-structured interviews Interviews are considered effective methods in deriving information from participants. It is a flexible tool that adapts to the situation and responses of the participants and being able to immediately follow up on their answers is one advantage this method has over others (Robson 2002). In trying to see and feel, then describe, then theorize about everyday reality as children experience it, the researcher has made use of phenomenology, which tries to describe reality as people perceive it before they try to analyze and explain it (Merler 2006). Thus, interviews, in this study, are to a great extent a continuation of observation, as they provide insights into subjective interpretations of the underlying meaning and reasons of previously observed behaviours of disruptive Year 8 boys in their French language classes. These students are provided the opportunity to express their own point of view regarding certain situations (Cohen et al. 2000). This would include their personal feelings, opinions, experiences and interpretations (Milena, Dainora & Alin, 2008). Such qualitative data derived may not be accessible in the methods of observation or questionnaire (Blaxter, Hughes & Tight 2006). The interview with which data was generated in this study was conducted following semi-structural and open-ended formats that were intended to serve as a framework for conversation rather than to guide the dialogue in a particular way. The following questions were asked of the participants: 3.1.2.1 What do you like best about French classes? 3.1.2.2 What do you like least about French classes? 3.1.2.3 What can make you lose interest in class? Why? 3.1.2.4 Suggest ways on how French classes can be more fun and interesting for you. 3.1.2.5 How can I help you improve your participation in class? 3.1.3 Researcher’s Own Ethnographic Reflections on Motivational Strategies Used in Class One known quality of scientific research is objectivity. Everything is viewed from an angle that is detached from the main subject and the researcher should be careful not to taint information with his or her own personal insights. However, some scholars have found value in personal opinion and have devised an approach to research grounded in personal experience. Thus, Autoethnography was born. It is an approach that seeks to describe and systematically scrutinize personal experience as a way to understand more situations (Ellis, 2004; Holman Jones, 2005). In this study, it is the researcher’s own experiences in teaching French language to Year 8 students that she has found effective. 3.2 Triangulation Creswell and Miller (2000) defined triangulation as “a validity procedure where researchers search for convergence among multiple and different sources of information to form themes or categories in a study” (Creswell & Miller, 2000, p. 126). It is not simply putting together a variety of data, but its significance lies in finding the relationships of the data to each other in order to counteract possible threats to validity (Berg, 1995). Denzin & Lincoln (2005) suggested the incorporation of multiple kinds of data sources and multiple theoretical perspectives instead of just using multiple data-collection methods in order to strengthen the validity of the findings. Incorporating multiple data sources and theoretical perspectives greatly help in adding validity and reliability of the research (Golafshani, 2003). Mathison (1988) elaborated, Triangulation has risen as an important methodological issue in naturalistic and qualitative approaches to evaluation [in order to] control bias and [for] establishing valid propositions because traditional scientific techniques are incompatible with this alternate epistemology (Mathison, 1988, p. 13). In this study to assure the validity of the school- based research, various data-collection methods, such as systematic observations of disruptive Year 8 boys, interviews with these boys and the reflections of the researcher on her teaching and motivational strategies were incorporated with information gained from the research literature as part of the triangulation process. Section 4: Ethical Considerations Kvale and Brinkmann (2009) argue that ethical decisions must be made throughout the research process. They point out four ethical rules for research on humans: the informed consent, confidentiality, consequences and the researcher's role (Kvale & Brinkmann, 2009). This study has complied with ethical standards and considerations in conducting research with human participants. Following the advice of Cohen, Manion & Morrison (2004) on ethical considerations in conducting research especially with children, parental consent of the participants in the study were sought first. It was explained to the parents of the 5 Year 8 boys the objectives of the study and what their sons’ participation will entail. This study, being supported by the school administration of Amersham School is set in its Modern Foreign Language classroom. Likewise, it was explained to the boys what the study is about and how their participation will help in improving their own engagement in the Modern Foreign Language class as well as other students who may have issues in sustaining attention and interest in their classes. The participants were assured of their safety and the confidentiality of their identities, as it can be a sensitive matter to be identified as a student with behavioural and motivational issues in class. They were also informed that their participation is not obligatory and that they can terminate their participation in the study whenever they choose. Section 4: The Reality In using the aforementioned qualitative methods in answering the research questions posted in Section 2, the following data were gathered: 4.1 Systematic Observation The following behaviours were observed by the researchr in the identified Year 8 boys during classes: Lots of chattiness Swinging on chairs, not sitting still Making unnecessary and funny loud comments Noisy Calling/shouting out answers Disruptive/noisy during transition times Wiping windows, or writing on them Being restless, fidgeting around Not concentrating Not listening to teacher or peers Talking whilst teacher or peers talk 4.2 Semi-structured Interviews Answers of the 5 boys to the interview questions are summarized as follows: 4.2.1 What do you like best about French classes? The boys generally like speaking a foreign language especially because they have always known English as their first language. Learning a new language gives them an edge over their peers who only know one language because the second language can be used as a tool to speak to people of another cultural and linguistic background. Learning French is cool! My friends and I can speak in codes when we are together and no one else will understand us.Haha.. that’s fun! – Pupil A I like coming to French class because it is like coming to France. The teacher shows us how things are in that country, and we do stuff like French people such as sing some French songs, listen to French reporters in movie clips shown in class or see some pictures of places in France. -Pupil D 4.2.2 What do you like least about French classes? The students all agreed that learning French is difficult as there is a special way one moves his mouth to enunciate the words well. Sometimes, I do not understand a thing in what the teacher is saying! It sounds alien to me! – Pupil B It’s like running out of breath! Listening to a nasal language can be tiring too! –Pupil C I already know some French, but then my classmates are mostly beginners. I get bored when the teacher adjusts to them and I end up waiting for them to learn more French words – Pupil E 4.2.3 What can make you lose interest in class? Why? This question garnered various answers, but mostly, it pertained to boredom due to difficulty in learning the language, whether on their part or on their classmates’ part. Sometimes, I cannot wait to get out of there because I want to play more than just sit down and listen to a boring lesson. –Pupil C I get tired of just sitting there. I need to move around and do more fun things - Pupil E When my classmates understand the lesson and I don’t, I lose interest – Pupil A 4.2.4 Suggest ways on how French classes can be more fun and interesting for you. As it is normal to children, the participants of the study suggested more fun activities to be incorporated in the French lessons. I like it when you show us interesting film clips and make us guess things. The pictures you ask us to describe in French are wonderful! – Pupil D Games! Let’s play more games only speaking in French! We can also do role-playing! –Pupil B 4.2.5 How can I help you improve your participation in class? The participants shared their ideas on how the researcher can prepare activities to make the class more exciting for them. At the same time, they also suggested ways on how they want to be treated so that they are more motivated to come to class. I like it when you tell the class how great my recitation was or when you say nice things about me after I did something well. – Pupil C When you are funny… and fun! -Pupil A You stay after class to help me with things I find hard to understand. Thank you for that! –Pupil B I appreciate it when you prepare awesome activities for us to enjoy in class. It makes us love French more. –Pupil D. Let’s have some activities with pairs or groups then have contests and games… something like ‘Family Feud’ or ‘Britain’s Got Talent’ or something… that would be fun! –Pupil E 4.3 Researcher’s Own Ethnographic Reflections on Strategies Used in Class The following came from a journal entry of the researcher that describes the successful activities she has done in class that can motivate students to be more engaged and participative in the lessons: As an example of successful intervention I tried and tested with this class and improved those boy's motivation and engagement in a French lesson I taught them was: a good intercultural powerpoint presentation for the topic "the countries' "les pais" or quel est ce pais? (Which country is it?). I incorporated cultural realia or relevant current examples where boys can relate to , eg to introduce Portugal show a picture of Ronaldo , Thierry Henry for La France etc use of sport icons and music examples such as Westlife to introduce L'Irlande rugby for Wales(le pays de Galles). Besides incorporating games to assess their knowledge like 4 in a row, knoughts & crosses, anyway the boys were excited and eager to participate the outcome was great. The lesson went smoothly and was very interactive even with the boys concerned. I found that their teacher was using very generic resources eg just showing flags and not current relevant pictures and I wanted to try more interactive things for the boys to enjoy... Section 5: Conclusion The gathered data show that adolescent boys in Year 8 are usually in a stage of transformation from childhood onto manhood. This has been identified by Psychosocial theory as one factor that makes them disengaged in some of their academic lessons, especially those which they find more difficult such as a modern foreign language class. Hence, it is important for teachers to know how to motivate them back into engagement and sustain their interest and attention. The qualitative methods used in this school based research have been instrumental in translating ‘rhetoric’ to ‘reality’. The systematic observations of the researcher of the behaviours of the adolescent school boys found troublesome in the researcher’s French class as well as the interviews conducted with them and the researcher’s own reflection/review of her teaching strategies bridged the information from theory to practice. Essentially, the qualitative methods yielded relevant findings that indicate that the boys become restless, and even engage in inappropriate, disruptive behaviours when they are bored or find lessons too challenging for them. This is on top of their coping with the enormous changes in their physical, emotional and cognitive development. Hence, teachers should plan activities that capture their interest and sustain their attention in order to maximize their learning. The researcher has identified some teaching-learning strategies she has used in class that have been effective in motivating the boys to be more engaged and participative such as the incorporation of cultural realia or relevant current examples that the boys can relate with. Interactive activities were also preferred by the boys, as these involved socialization. At this stage in their development, socialization with peers is deemed to be very important for them. In turn, the boys should also be able to set realistic goals for themselves to motivate them to learn more. Brown & Hunning (2010) advice that learning goal orientation is best, meaning the boys should concentrate more on the learning process to be the reward in itself rather than being engaged in the lesson in order to gain rewards such as praise or high grades. In other words, giving more weight to intrinsic rather than extrinsic rewards to motivate them. No matter what happens, if the boys adopt a learning goal orientation, they gain much learning that can be more beneficial for them in the long run. Still, extrinsic rewards and praise should not be undermined as they continue to be very effective motivators for students, as gleaned from the interviews with the participants of this study. Section 6: Evaluation/ Ways Forward This school-based research study has answered the question, “How to best motivate a group of boys in modern foreign languages lessons?” Findings and research indicate that adolescent boys are motivated by a teacher’s kind regard for them and praise them for their efforts. It was also learned from the interview that they are motivated by fun and enjoyable activities that involved humour, creativity and social interactions. These adolescents want to be challenged and at the same time, understood for being overwhelmed with the enormous changes they are undergoing in their stage of development. It takes a caring, intuitive and creative teacher to come up with motivating activities to engage them in modern foreign language lessons. A good balance of seriousness of the content of the lessons and fun in the activities should be maintained within the bounds of effective classroom management. 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