th 19 ATEL ANNUAL CONFERENCE MOTIVATE TO COMMUNICATE

th 19 ATEL ANNUAL CONFERENCE MOTIVATE TO COMMUNICATE

Concentrating on Students Virtues for More Motivation. Dr. Siham EL Hassanieh Professor in TESOL and Applied Linguistics. ATEL Educational Officer

WHY CONCENTRATING ON STUDENTS’ VIRTUES? �WHY LOOK AT THE FULL HALF GLASS? �WHY SHOW LOVE AND CONCERN FOR YOUR STUDENTS? (Byrne, R. , 2006) �Law of Attraction=Law of Love

Motivation: Relationship to Goals of Education Definition of Motivation: 1873 An act, a force, condition, process, and stimulus for boosting and/or encouragement of good behavior Motivation Theories: Behavioural, Cognitive, Humanistic…etc. Agreement among psychologists & educationalists: motivation depends on students’ effort, ability, and capacity to achieve the required educational objectives. Extrinsic Versus Intrinsic Motivation should be intrinsic (Biehler and

�Case studies carried out on six Lebanese University students (Faculty of Fine Arts /1 st year) �Research questions: �Does concentration on students’ virtues (good characteristics) raise their self-esteem and selfconfidence, enhance their motivation, and improve their academic performance at the university level? If ‘Yes’, How? �Does clarifying the academic objectives to the students boost up their motivation and improve their performance at the university level?

Evidence from research studies on motivation & learning * Agreement among psychologists & educationalists on respecting students’ beliefs, values & opinions for motivating them and facilitating learning Boekaerts(2002): Learning goals and role of motivation (intrinsic )in achieving these goals Walberg(2002): Common cultural features of learning and behavior/Applying and using motivation principles globally after evaluating them in relation to the local environment before adapting them *Brooks (2013) Importance of knowing the

*Asians versus Westerners view of learning. *Moral definition of learning according to Asains: *Cognitive definition of learning according to Westerners *Common academic standards *Teaching common academic standards in the clas *Keeping moral diversities to home privacy. (Jin Li; cited in Brooks, 2013) *Knowing about the students’ moral codes fusing the moral and academic where possible would help a lot in motivating them (Jin Li; cited in Brooks, 2013)

First year Lebanese university students native speakers of Arabic/Fourth branch Faculty of Fine Arts. Both students and their instructors, were interviewed and observed.

Findings and data analysis Analyzing students’ and instructors’ responses to � Questionnaire � Semi-structured interviews Observing & Comparing their performance before and after motivating them With respect to the first research question: Does concentration on students’ virtues (good characteristics) raise their self-esteem and selfconfidence, enhance their motivation, and improve their academic performance at the university level? If ‘Yes’, How? The following important points can be highlighted: Similar to the research findings discussed in the

� Confirmation of the findings of Boekaerts (2002). � Creation of a positive learning environment � Lifting their spirits by showing them that they are capable of doing better �Respecting their attitudes and beliefs by listening to their points of view (Boekaerts , 2002).

� With respect to the second research question: � Does clarifying the academic objectives to the students enhance their motivation and improve their performance? 1. Discussing the academic objectives in class has been a social act which allowed learners to express and defend their opinions, beliefs, and feelings individually and in groups freely and spontaneously 2. It has created an opportunity for the learners to higher their self-esteem by expressing and defending their points of view 3. It has boosted up their self-confidence 4. It has brought about rapport among adult learners(university students and their superiors and made students aware of their importance as unique individuals whose opinions are valued

Findings (continued) This is also in line with research findings (Boekaert 2002) who recommends listening to students and observing their actual behaviour to know what challenges them, “ Willingness to negotiate with your students and grant them autonomy will convince them that they are truly interested in how and why they learn” (Boekaerts, 2002, p. 23).

Findings(continued) �“ Willingness to negotiate with your students and grant them autonomy will convince them that they are truly interested in how and why they learn” (Boekaerts, 2002, p. 23).

Conclusion Concentrating on students’ virtues leads to amazing and noticeable effects on students’ performance at the university level. � Enhance students' skills in academic achievement, self esteem, national pride, and general self confidence. �Soothe, inspire, and motivate students by appreciating them � Give them the chance to express their beliefs and attitudes freely.

* Provide students with a supportive atmosphere such as creating for them a variety of opportunities to experience success, giving them enough time to practice required skills in a relaxing ambience, supporting them with immediate positive feedback, and always reinforcing good performance.

Dr. Siham El Hassanieh Professor in TESOL & Applied Linguistics ATEL Educational Officer E-mail Address: sihamel_hassanieh@hotmail. co m Telephone: 03 433282