H KESKN Maj TUAFLS Turkish Air Force Language

İ. H. KESKİN Maj TUAFLS (Turkish Air Force Language School)

Motivation Construct in Language Learning

OUTLINE 1 Definition of Motivation 2 Two Emerging Perspectives 6 C’s of Motivation by Turner & Paris The ARCS Theory by John Keller 3 Role of Technology 4 Conclusion

“The most important attitude that can be formed is that of the desire to go on learning” John Dewey, 1938

OUTLINE 1 Definition of Motivation 2 Two Emerging Perspectives 6 C’s of Motivation by Turner & Paris The ARCS Theory by John Keller 3 Role of Technology 4 Conclusion

DEFINITION OF “MOTIVATION” Majority says: ‘Motivation is a prerequisite to learning. ’

DEFINITION OF “MOTIVATION” For some, ‘Motivation is an internal state or condition (sometimes described as a need, desire, or want) that serves behavior and drives it. ’

DEFINITION OF “MOTIVATION” Franken : It is the arousal, direction, and persistence of behavior.

DEFINITION OF “MOTIVATION” Motivation : • Energizes behaviors • Directs behaviors • Enables persistence towards a goal • Exists in varying strengths

DEFINITION OF “MOTIVATION” Vroom’s formula for motivation E X V = M Expectancy times Value equals Motivation. Value : The degree to which an individual desires the rewards that accompany success of the task. Expectancy : The degree to which an individual expects to be successful at any given task.

DEFINITION OF “MOTIVATION” A step beyond… M = Effort X Performance X Satisfaction A low value in one will result in a low value of motivation. All three must be present in order for motivation to occur.

DEFINITION OF “MOTIVATION” For the resulting behaviour of motivation to be high, the individual is required to have self confidence and put enough effort into whatever he or she is doing.

DEFINITION OF “MOTIVATION” MASLOW’S HIERARCHY OF NEEDS Abraham Maslow (1908 – 1970) • Dedicated his life to understanding human motivation. • Discovered that people experience “peak experiences“ when in harmony with themselves and their surroundings.

DEFINITION OF “MOTIVATION” MASLOW’S HIERARCHY OF NEEDS Tran scend ence Self Actualiza tion Aesthetic Needs Need to Know & Understand • Growth needs Esteem Needs Belongingness & Love Needs Safety Needs Physiological Needs • Deficiency needs

DEFINITION OF “MOTIVATION” MASLOW’S HIERARCHY OF NEEDS 4. Competence, Approval, Esteem Needs Recognition 3. Affiliation with Others 2. Be Away from Danger 1. Hunger, Thirst Belongingness & Love Needs Safety Needs Physiological Needs

DEFINITION OF “MOTIVATION” MASLOW’S HIERARCHY OF NEEDS Tran scendence 8. Realization of Potential 7. Self_Fulfillment Self Actualization 6. Symmetry, Order, Beauty Aesthetic Needs 5. Exploration Need to Know & Understand

DEFINITION OF “MOTIVATION” MASLOW’S HIERARCHY OF NEEDS • Satisfied needs cease to motivate students. • When threatened, student needs become more basic. • Self-Actualization drives people to utilize their most unique abilities.

DEFINITION OF “MOTIVATION” MASLOW’S HIERARCHY OF NEEDS The self actualized are : • • Problem focused Appreciate life Concerned about personal growth Can have peak experiences

OUTLINE 1 Definition of Motivation 2 Two Emerging Perspectives 6 C’s of Motivation by Turner & Paris The ARCS Theory by John Keller 3 Role of Technology 4 Conclusion

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION by Turner & Paris CHOICE CONSEQUENCES CHALLENGE CONSTRUCTING MEANING CONTROL COLLABORATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION CHOICE : • Instructors should provide explicit choices. • Students choose tasks that appeal to their interests at their ability levels.

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION CHALLENGE : • Students thrive tasks at or just beyond their skill levels. If the task is difficult, frustration and anxiety occurs. If it is too easy, boredom is experienced. • Tasks must match the skill. • Constant feedback from the students is needed immediately.

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION CONTROL : • Instructors should involve the students in the process. • Students should take part in decision making, organizing content, choosing teams and partners which will make students feel more responsible, more independent, and more self-regulated. • What instructors must do is limit choices to prevent anxiety.

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION COLLABORATION : • ‘Two heads are better than one’. • Sharing knowledge equals to peer motivation. With this, the students teach other. • The instructors role is to teach them how to work together effectively.

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION CONSTRUCTING MEANING : • Metacognition is a means of understanding the value of learning. • The instructors should set meaningful goals, use authentic activities and assessments, build a rationale for learning.

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION CONSEQUENCES : • Feeling appreciated and noticed is motivating. The instructors are supposed to provide opportunities to brag, display student work, provide opportunities for all to succeed at something. • Instructor’s praise is the most motivating of all.

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION • The Six C’s of Motivation strategies have the potential to enhance students' motivation when applied to open-ended tasks. • When engaged in meaningful open-ended tasks, the effect of learning is more powerful.

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES 6 C’S OF MOTIVATION

EMERGING PERSPECTIVES THE ARCS THEORY by John Keller Attention What are you doing to gain and maintain students’ attention? Relevance How do you demonstrate the relevance of the content to your students? Confidence What are you doing to build confidence in students that they will be able to learn and apply the content? Satisfaction – Upon learning, what do you do to impart satisfaction amongst students?

EMERGING PERSPECTIVES THE ARCS THEORY Attention : Performance Requirements (expectations) – Establish trust. – Clearly outline class requirements and evaluative criteria. – Utilize participant modeling.

EMERGING PERSPECTIVES THE ARCS THEORY Attention : Success Opportunities (self confidence) – Provide many and varied learning experiences. – Sequence instruction – harder material built on easier. – Allow choice when demonstrating learning. – Provide encouraging and informational feedback.

EMERGING PERSPECTIVES THE ARCS THEORY Attention : Personal Control – Give learning contracts. – Give customized / individualized assignments.

EMERGING PERSPECTIVES THE ARCS THEORY Relevance : Natural Consequences (practical application) – Incorporate real-world projects. – Demonstrate practicality of skills & knowledge learned.

EMERGING PERSPECTIVES THE ARCS THEORY Relevance : Positive Consequences (reinforcement) – Supply extrinsic rewards. – Engage individual students to understand elicit intrinsic rewards. – Provide public forums for student display of work.

EMERGING PERSPECTIVES THE ARCS THEORY Relevance : Equity (fairness) – Apply stated performance expectations consistently. – Provide checkpoints along the way.

EMERGING PERSPECTIVES THE ARCS THEORY Confidence : Perceptual Arousal (creating curiosity) – Inject personal, emotional, or controversial material. – Use novel delivery methods. – Use cases or mystery scenarios.

EMERGING PERSPECTIVES THE ARCS THEORY Confidence : Inquiry Arousal (increasing curiosity) – Use socratic method. – Create paradoxes. – Use resolved issues.

EMERGING PERSPECTIVES THE ARCS THEORY Confidence : Variability (maintaining interest) – Use differentiated instructions. – Use group dynamics.

EMERGING PERSPECTIVES THE ARCS THEORY Satisfaction : Goal Orientation (meeting learner needs) – Allow students to define own and class goals. – Provide multiple examples of practical content utility. – Invite guest lecturers & discussion moderators.

EMERGING PERSPECTIVES THE ARCS THEORY Satisfaction : Motive Matching (ownership) – Provide for individual projects. – Provide for group projects. – Provide opportunities to assume different classroom roles.

EMERGING PERSPECTIVES THE ARCS THEORY Satisfaction : Familiarity (personal connections) – Utilize concrete examples and analogies. – Use current examples.

OUTLINE 1 Definition of Motivation 2 Two Emerging Perspectives 6 C’s of Motivation by Turner & Paris The ARCS Theory by John Keller 3 Role of Technology 4 Conclusion

ROLE OF TECHNOLOGY Technology helps to motivate students, as it… • Garners and maintains student attention, • Enables the conceptual to be made visual, • Dynamically represents processes often seen as static or theoretical, • Brings the real world into the normally self contained classroom, • Leverages the visual learning strengths of many students.

ROLE OF TECHNOLOGY Studies tell us that… Using multimedia as an instructional method results in increased student motivation. Simulations and virtual tours are consistently rated by students as highly motivating.

ROLE OF TECHNOLOGY Virtual Tours are favoured because… They are grabbing student attention by being unique, bringing the real world to the classroom and demonstrating applicability of skills and knowledge being studied.

OUTLINE 1 Definition of Motivation 2 Two Emerging Perspectives 6 C’s of Motivation by Turner & Paris The ARCS Theory by John Keller 3 Role of Technology 4 Conclusion

CONCLUSION 5 Key Processes That Motivate § Emphasizing Effort § Creating Hope § Respecting Power § Building Relationships § Expressing Enthusiasm

CONCLUSION Emphasizing Effort • Allow the 3 R’s : Redo Retake Revise to teach students that improvement is a sure sign of effort. • Let students accumulate points to cash in for credit later. • Emphasize, on time & & first time efforts. • Show their success is rewarded in life. • Help to develop attainable goals.

CONCLUSION Creating Hope Help students develop goals by encouraging them to follow these 4 steps. 1. Decide on a goal you want to reach. 2. Decide on a plan to attain this goal. 3. Do each step in your plan, one at a time. 4. Reward yourself.

CONCLUSION Respecting Power • Involve students in developing procedures, rules and consequences. • Ask for an opinion. • Give responsibility to direct and enforce. • Correct students(calmly, consistently, briefly, respectfully). • Show students they already have what it takes.

CONCLUSION Building Relationships • • Emphasize and affirm the student. Be open to student feedback. Send notes to students. Offer genuine compliments. Give students non contingent attention. Invest 2 min per day to build relationships. Host a 5 min focus group by meeting with students to find out what is or is not working for them.

CONCLUSION Expressing Enthusiasm • Let students know you love being their teacher. • Share your love of the subject. • Be a lifelong learner. • Be lighthearted. • Arouse interest early. • Encourage drama as a form of expressing knowledge.

CONCLUSION Expressing Enthusiasm • Be what you are teaching. BE YOURSELF !