A process model of L2 learners’ motivation: From the perspectives of general tendency and individual differences

Presenter: Ztu-Yin Livia PanInstructor: Dr. Pi-Ying Teresa HsuDate: April 27, 2011

Hiromori, T. (2009). A process model of L2 learner’s motivation: From the perspectives of general tendency and individual differences. System, 37, 313-321.

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Citation

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Introduction

Literature Review

Methodology

Results

Conclusions

Reflections

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Contents

Learner motivation is considered to affect the success of learning, not only in the case of second/foreign language instruction, but throughout all aspects of educational activities.

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Introduction

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The defining of motivation on the basis of two phases provides a beneficial viewpoint in terms of providing more effective learning guidance.

Pre-decisional phase

•Intention formation (planning and goal-setting)

Post-decisional phase

•Intention implementation (concrete implementation of actions)

can be seen as the decision making

Process model of motivation

Three variables of the pre-decisional phase

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Intention

Expectancy

Value

Variables

Four variables of the post-decisional phase

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Selective attention

Emotion control

Motivation control

Coping with

failure

intentionally ignoring attractive alternatives or irrelevant aspects

inhibiting emotional states that may undermine the enacting and protection of the intention

enhancing the strength of the motivation tendency on which the intention is based

not pondering failure for too long and detaching oneself from the unattained goal

Variables

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-To examine a process model of L2 learner’s motivation

-To investigate the overall process of motivation with the university students

-To investigate the manner in which the pre- decisional phase of motivation functions in terms of influencing the post-decisional phase of motivation among L2 learners from the perspectives of general tendency and individual differences

Purposes of study

A process model of motivation which assumed that there are distinct temporally ordered phases within the motivational process, namely, the pre-decisional phases of motivation and the post-decisional phase of motivation.

(Heckhausen, 1991; Heckhausen & Kuhl, 1985)9

Literature Review

• 148 university intermediate learners

Participants

• Listening ˙Reading• Speaking ˙Writing

Course focus

• Structural equation modeling(SEM)• Cluster analysis• Questionnaire: 7 point Likert Scale

Instruments

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Methodology

Goal

Content

Target learning activity

Questionnaire survey

• Students were expected to acquire the skills and attitudes needed to obtain information and communicate actively in English.

• The aim was to improve students’ basic English ability.

• Students listened to a CD immediately afterwards repeated what they had just heard without looking at a script.

• After the students had finished the learning activity

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Design of course

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Pre-decisional questionnaire

Post-decisional questionnaire

Questionnaires

Pre-decisional phase questionnaire strongly stronglyItems disagree agree

Value I thought that this type of activity would be useful for studying English □ □ □ □ □ □ □

ExpectancyI thought I would be good at this type of activity □ □ □ □ □ □ □

IntentionI thought I would do as much as I could do. □ □ □ □ □ □ □

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Post-decisional questionnaire strongly strongly Items disagree agree

Selective attention I focused on dealing with the activity I was working on. □ □ □ □ □ □ □

Emotion controlI dealt with the activity while relaxingas much as possible. □ □ □ □ □ □ □

Motivation controlI proceeded while telling myself that I ought to be able to do it. □ □ □ □ □ □ □

Coping with failureI proceeded while trying not to think toodeeply even if things did not go well. □ □ □ □ □ □ □ 14

Results

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As for the correlations in the pre-decisional phase, intention had a relatively strong relationship with value.

Intention and value demonstrated a weak correlation with expectancy.

Results

Means and standard deviations of the pre-decisional phase of motivation subscales among the groups

Value Expectancy Intention Mean SD Mean SD Mean SD

Cluster 1 (n = 59) 5.88 0.60 3.91 0.79 5.57 0.63Cluster 2 (n = 25) 6.15 0.65 2.09 0.70 5.97 0.71Cluster 3 (n = 44) 4.78 0.83 2.09 0.56 4.80 0.45Cluster 4 (n = 19) 5.22 0.59 1.57 0.44 4.20 0.97

relatively high compared to the other clusters

This indicated that the learners in this group felt their sense of value, expectancy, and intention were generally fulfilled.

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positive appraisal strongly influenced actual quality/quantity of learning behavior

Results

Selective attention Emotion control Motivation control Coping with failure

Mean SD Mean SD Mean SD Mean SD

Cluster 1 (n = 59) 5.33 0.80 4.85 0.82 5.00 0.98 5.09 0.96Cluster 2 (n = 25) 5.50 0.81 4.60 1.17 5.22 1.26 4.83 1.20Cluster 3 (n = 44) 4.67 0.66 4.13 0.93 4.07 1.00 4.63 0.69Cluster 4 (n = 19) 3.93 1.05 3.49 1.12 3.55 1.30 4.07 1.10

Means and standard deviations of the pre-decisional phase of motivation subscales among the groups

Suggesting that the learners in these two clusters did determine action initiation and tried to overcome diverse internal obstacles to action

relatively high compared to the other clusters

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Learner motivation has received much more attention than any other individual difference factor.

The study is an important and significant attempt at elucidating the process and mechanism by which learner motivation develops and changes.

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Conclusions

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The process model of motivation will be a useful research framework for uncovering various motivational processes of L2 learners.

The study orchestrated desirable learning environments that can serve every learner.

Reflections

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The study didn’t show how long it took to finish the survey.

The study didn’t mention about how to divide the four clusters.

Reflections