Learners Motivation within the EFL Setting - Term Paper Example

? Conceptual Framework Paper: Learners’ Motivation within the EFL Setting Learners’ Motivation within the EFL Setting Introduction English has been clearly identified as the global language (Crystal, 2003, p. 1). The rationale for English being the global language is due to the political and military power of its people (Crystal, 2003, p. 9). The origin of teaching English as a foreign language (EFL) was identified by Quirke (n.d.) predominantly for grammar translation. As averred, teaching English as a foreign language to support grammar translation purposes “reached its height in the period between 1880 and 1920 although it still forms the basis of much English teaching in schools throughout the world” (Quirke, n.d.). In this regard, through its evolution and discovery of various instructional methods and techniques, the role and developments that EFL approaches have taken in contemporary times continue to intrigue and interest practitioners and educators of foreign languages. These educators have acknowledged the need to provide an appropriate and conducive learning environment through motivational concepts and theories that emerged since its application. The current paper hereby aims to address four objectives, to wit: (1) to present the conceptualization framework for identifying motivation as an influencing factor in the EFL setting; (2) to discuss the method of collecting review of related literature on the subject; (3) to expound and compare themes that emerged from the literature review; and (4) to highlight the points discussed through a concluding portion, including a discussion of educational implications and one’s personal and professional perspectives on the topic’s applicability to teaching EFL in the future. Part I: Conceptualization Motivation has been found to be an effective tool in enhancing student learning, particularly in the EFL educational setting (Guilloteaux and Dornyei, 2008; Lamb, 2007; Olsen and Hunt, n.d.; Sasaki, 2011; Yihong, Yuan, Ying, and Yan, 2007). One has had a Bachelor of Arts degree in English and have taught English for 3 years. During the teaching experience, one acknowledged that motivation plays an important role in influencing the academic performance of students across grade levels and competencies. The challenges faced by an educator include determining the unique educational needs of the students and the pace by which students comprehend and absorb the theories being relayed. Through learning new instructional techniques and methods to improve teaching and learning, one has encountered several researches written by educators on the subject of learners’ motivation. In Suslu’s (2006) article entitled “Motivation of ESL Teachers” published in The Internet TESL Journal, the author clearly cited definitions of motivation as: “some kind of internal drive which pushes someone to do things in order to achieve something (Harmer, 2001, p. 51); a term that is used to define the success or the failure of any complex task (Brown, 1994, p. 152); deal(ing) with three matters: (1) what energizes human behavior; (2) what directs or channels such behavior; and (3) how this behavior is maintained or sustained (Steers and Porter, 1991, p. 6)” (cited by Suslu, 2006, par. 2). The theoretical framework of motivation has spurred one to apply crucial concepts within the educational setting and design teaching strategies that would enhance learning and students’ academic performance. From the practical application, one realized that when time, effort and resources are utilized to motivate learners within the learning environment, academic performance is enhanced as manifested through reflecting higher grades and increased comprehension and retention. Using this as the conceptual framework, one aims to determine and assess secondary researches on the subject within the EFL learning environment. Part II: Method of Collecting the Literature One recognized that the veracity and credibility of authoritative sources on a particular subject matter would depend on the choice of secondary researches and literatures that were previously published. To comply with the requirements of the current paper, a total of 20 different sources were searched (please refer to attached Article Annotations). The criteria used for searching are: (1) articles must come from peer-reviewed journals, particularly TESOL Quarterly; (2) the inclusive dates of previously published articles should preferably be current; (3) the subject matter should focus on learners’ motivation; future trends in EFL; cooperative learning; innovative instructional methods; improving participation and establishing the link between learning and social identity; communicative and critical thinking learning; and establishing the factors, links that influence students’ learning in a motivational context. To summarize, the details of 20 articles that were collected, reviewed and analyzed for the paper are as follows: Source Number of Articles TESOL Quarterly 14 TESOL Reporter 6 There were a total of 15 articles published within the 2000 to 2011 period; three articles within the 1991 to 1999 period; and only two articles with no publication dates. In this regard, since 75% meets the current publication criterion, the information contained therein could be classified as applicable in the current EFL learning environment setting. Part III: Discussion of Emerging Themes After careful reading, evaluation and assessment of all the information contained in the 20 articles, one has determined the emergence of the following predominant themes: (1) motivation has been deemed as crucial in increasing overall learning and is influenced by diverse factors such as culture and ethnic orientations (Chen, Warden and Chang, 2005; Gatbonton, Trofimovich, and Magid, 2005; Guilloteaux and Dornyei, 2008; Ho and Wachob, n.d); developmental and environmental factors (Lamb, 2007); and indicative of varying motivational types (Yihong, Yuan, Ying and Yan, 2007). (2) grouping and cooperative learning influences the quality and effectiveness of the EFL learning environment (Chang, 2010; Ho and Wachob, n.d; Luzerne-Oi, 2009; Olsen and Hunt, n.d) (3) future trends in EFL teaching give credence to the influence of technological and telecommunications developments and applications offered by the internet (Lee, 2010; Mayora, 2009) and other innovative approaches (Porcaro, 2008). The first theme, motivation was presented as a crucial and instrumental contributor to learning effectiveness within the EFL environment. This was validated by several authors, including Suslu (2006) who averred that “lack of motivation may cause teachers to be less successful in teaching a foreign language. Unreasonable demands of administrators, discouraging team spirit, neglecting rewards, financial problems are the factors related to demotivation” (par. 37). From the articles, the most common factors identified that influences learners’ motivation are: cultural orientation, developmental and environmental factors. From the perspectives of Chen, Warden and Chang (2010), the authors distinguished between the concepts of integrative and instrumental motivation, to wit: “Integrative motivation is effective because language skills are perceived as integral to participation in the social groups that use the target language. (Whereas) instrumental motivation…means studying a language to gain something, such as money or a better job, both of which can be powerful instrumental motivators” (p. 612). The theme indicates that motivational theories and concepts should be applied in the light of their applicability to the situation. Therefore, both intrinsic and extrinsic factors that impinge on designing appropriate motivational programs or strategies need to be taken into consideration to increase their efficacy to students of EFL modules. Lamb’s (2007) article, for instance, stressed findings that reveal that learners’ motivation are strongly influenced by teaching methods. As revealed, “the majority of classes to consist of a series of teacher-directed oral or written exercises closely based on the textbook^ with little variety of format and virtually no communicative use of language” (Lamb, 2007, p. 771) result in decline in enthusiasm and motivation for second language learning. As contrasted, when “certain teachers used different techniques, encouraged the use of oral English inside and outside the classroom, and generated a warm and enthusiastic atmosphere” (Lamb, 2007, p. 771), a more conducive and motivating learning environment is designed that increases academic performance. Concurrently, the seven motivational types revealed by Yihong, et al. (2007) were intrinsic interest, immediate achievement, learning situation, going abroad, social responsibility, individual development, and information medium. The authors disclosed that from among the self-identity changes, self-confidence was the most prominent. Their findings emphasized that the more interested students were in the target language and culture, the more likely they were to experience productive and additive changes in self-identity (Yihong, Yuan, Ying, & Yan, 2007, p. 148) The research finding that expounded on the second emerging theme focus on the effectiveness of group and collaborative learning as relevant for increasing learners’ motivation. There were results that indicate students’ preference for cooperative learning through group discussions prior to individual writing (Ho and Wachob, n.d) and providing tips for teachers in encouraging students to actively participate and improve motivation in learning English (Olsen and Hunt, n.d.). The impact of groups in the achievement of learning objectives has been supported to be valid and effective. As emphasized by Olsen and Hunt, “getting students out of their seats, moving around, and using the target language can increase student motivation and confidence. These activities require little preparation and can be as high tech or no tech as you like or need” (n.d., p. 57). The findings corroborate those that were disclosed by various authors who proved that motivational and innovative teaching methods provide the effective learning environment that encourages students’ learning and academic performance. Finally, for the third emerging theme, the current developments that are being applied in contemporary organizations, including the academic setting has attested that access and use of the internet and electronic sources contribute to improved learning. Mayora’s article which delved into the role that Internet Communication Technologies (ICTs) play within the ESL/EFL learning environment has revealed that instructional materials such as videos from YouTube, serve as a contextual means for academic writing. Mayora’s (2009) findings revealed that YouTube, as a source of information for ESL/EFL learning would contribute effectively to the students’ development of writing skills (Mayora, 2009, p. 9). Another innovative method was disclosed by Porcaro (2008) using court cases as subject of instructions for teaching EFL for students in Japan. Through the experience and with sample court cases included within the written article, the author has proposed that these cases were deemed highly informative, useful and applicable as these materials give appropriate theoretical background for critical thinking and to explain the students’ personal views and opinions using English as the means of expression. As aptly concluded, the author emphasized the fact that “the available technology can be put at the service of the learning process and it can be exploited in different ways as long as it combines a sound pedagogical base and empirical knowledge collectively produced by teachers-researchers” (Porcaro, 2008, pp. 9 – 10). Part IV: Conclusions, Implications and the Next Steps Conclusions The current paper has successfully established that motivation plays a crucial and relevant role in the learning process, specifically focusing on the EFL environment. Four identified objectives of the current study have been addressed and achieved: (1) the conceptualization framework has effectively identifying motivation as an influencing factor in the EFL setting; (2) the method of collecting review of related literature on the subject was clearly presented and examined; (3) three emerging themes from the literature review were identified and explained; and (4) highlight of the points discussed throughout the discourse are hereby summarized. Of the diverse themes presented in the 20 articles that were reviewed for the current research, the three themes focused on: (1) motivation as increasing overall learning; as influenced by diverse factors: culture and ethnic orientations; developmental and environmental factors; and varying motivational types; (2) grouping and cooperative learning significantly influences the quality and effectiveness of the EFL learning environment; and (3) future trends in EFL teaching have signified that technological and telecommunications developments and applications offered by the internet and other innovative approaches should be tapped in contemporary teaching as a means of improving the effectiveness of the learning environment. Implications The current implications drawn from the experience are the following: Educators should re-evaluate and re-assess the current teaching methodologies and approaches used for EFL instructions to incorporate the lessons learned from this discourse. As students have identified and signified preferences for use of different techniques, the use of oral English in diverse settings, and to design a conducive, warm and enthusiastic atmosphere and learning environment, educators could update motivational strategies to contemporary settings. The emergence of work groups, teambuilding, collaborative and cooperative learning must be taken into consideration when instructional methods are designed for EFL courses. Luzerne-Oi (2009) had provided guidelines for students to experience enhanced learning by being paired with other members of the class and not to retain or choose only a selected number of peers and friends. As revealed from the author’s article, additional activities that were found to be effective in enhancing the learning environment through creative groups include using names, birthdays, personal information, and vocabulary, using cards, pictures, candies and strings. Future trends in teaching and learning EFL should incorporate lessons on the use of technological and telecommunications applications that are popular in today’s generation. Through effective use and application of videos from the internet as instructional materials which could form the basis for developing analytical and writing skills, educators are given the opportunities to think outside the box and to design motivational strategies that adapt and adjust to the demands of the times. The Next Steps After having explored past and current researches on the topic of learners’ motivation in the EFL setting, one aims to put into application the theories learned and experience and validate the results of one’s applications. One should learn to integrate the factors that influence motivational strategies within the learning environment to verify if indeed, these factors significantly affect the learning-teaching process. The concept of cultural diversity has repeatedly been revealed; as well as differences in motivational needs and styles. The applicability of the findings from the articles should be tailored to one’s experience, situation, and personalities of both the educators and the students. Further, one could not discount the emerging trends that incorporate uses of technology and advances in telecommunications as instructional media. These trends and patterns are experienced on a global scale. Contemporary organizations have recognized the need to use the internet and other mobile devices as sources of information and as methods of disseminating instructions online. In this regard, EFL approaches need to tap the opportunities posed by the advances in technology as means to ensure that motivational strategies address changes in the external environment and therefore, cater more effectively to the learning needs of various students who aim to learn EFL in contemporary times. References Brown, D. (1994). Principles of Language Learning and Teaching. New Jersey: Prentice Hall Regents. Chang, L. (2010). Group Processes and EFL Learners’ Motivation: A Study of Group Dynamics in EFL Classrooms. TESOL Quarterly, Vol. 44, No. 1, 129-155. Chen, J., Warden, C., & Chang, H. (2005). Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation. TESOL Quarterly, Vol. 39, No. 4, 609-633. Crystal, D. (2003). English as a global language. Cambridge: Cambridge University Press. Gatbonton, E., Trofimovich, P., & Magid, M. (2005). Learners' Ethnic Group Affiliation and L2 Pronunciation Accuracy: A Sociolinguistic Investigation. TESOL Quarterly, Vol. 39, No. 3; 489-511. Guilloteaux, M., & Dornyei, Z. (2008). Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, Vol. 42, No. 1, 55-78. Harmer, J. (2001). The Practice of English Language Teaching. Essex: Longman Press. Ho, M., & Wachob, P. (n.d.). Using Cooperative Learning to Prepare Students for Autonomy in Communication Tasks in Business Situations. TESL Reporter, Vol. 43, No. 2, 1-15. Lamb, M. (2007). The Impact of School on EFL Learning Motivation: An Indonesian Case Study. TESOL Quarterly, Vol. 41, No. 4, 757-780. Lee, W. (2010). Making English Lessons Engaging Through Video Materials Supported With Advance Organizers and Prediction Activities. TESL Reporter, Vol. 42, No. 2, 57-74. Luzerne-Oi, S. (2009). Creative Grouping. TESL Reporter, 38-44. Mayora, C. (2009). Using YouTube to Encourage Authentic Writing in EFL Classrooms. TESL Reporter, Vol. 42, No. 1, 1-12. Olsen, A., & Hunt, E. (n.d.). Five Easy Ways to Increase Participation and Improve Motivation. TESL Reporter, 55-57. Porcaro, J. (2008). Using Court Cases to Foster Communication and Critical Thinking. TESL Reporter, Vol. 41, No. 2, 28-42. Quirke, P. (n.d.). A Short History of EFL. Retrieved November 25, 2011, from PhilEFLsupport.com: http://www.philseflsupport.com/efl_history.htm Steers, R., & Porter, L. (1991). Motivation and Work Behavior. New York: McGraw Hill, Inc. Lincoln. Suslu, S. (2006). Motivation of ESL Teachers. Retrieved November 25, 2011, from The Internet TESL Journal: http://iteslj.org/Articles/Suslu-TeacherMotivation.html Yihong, G., Yuan, Z., Ying, C., & Yan, Z. (2007). Relationship between English Learning Motivation Types and Self-Identity Changes among Chinese Students. TESOL Quarterly, Vol. 41, No. 1, 133-155 Read More