“How can the teacher’s selection of materials motivate or demotivate

students?”

Citlaly Alejandra Ontiveros Vazquez

Margarita del Rosario Sandoval Vazquez

NormaCecilia Guzman Guzman

UNIVERSIDAD JUAREZ DEL ESTADO DE DURANGO

INTRODUCTION

The researchers have noticed that some English teachers do not prepare their classes

according to students´ needs and wants when teaching a second language. It is essential to

mention that some educators do not take into consideration the students´ characteristics

when adapting materials that they are going to employ. Students´ characteristics that have

to be taken into consideration are: students´ background likes and dislikes types of learning

and other similar characteristics. Due to this situation, the question that was chosen to

research was “How can the teacher’s selection of materials motivate or demotivate

students?” In certain cases some teachers who work with teenagers do not use the correct

material to engage pupils to learn the target language. The only resource for the class is the

course book or in many cases the use of webpages which are not interesting for learners and

as a result they lose their interest to learn, improve the skills and be able to communicate.

LITERATURE REVIEW

The aim of each language teachers is to engage students into the language and encourage

them to work hard in order to reach teachers and students expectations. Teachers must

identify the needs and wants of pupils. Motivation plays an important role in the classroom

and is influenced by many factors during the process of language learning. In this section

we will provide general factors concerned with motivating or demotivating students during

ISBN: 978-607-9136-88-8

the process of learning a second language. As well as explaining the meaning of motivation

and covering the most important aspects of it, which includes the types of motivation

(intrinsic and extrinsic).In order to develop motivation in the classroom it is essential to

encourage students to do quality work, learn and behave responsibility. It makes teachers

aware of the importance of adapting materials when teaching. This section contains specific

information helpful to minimize demotivation when learning a second language and the

factors to be considered when adapting materials or when creating material to increase

motivation. Teachers can identify what is helpful when motivating and what affects

students in their learning process. The creation of materials must be based on what makes

students be motivated and interested to learn. In fact educators see motivation as a goal in

which they can develop skills by creating and adapting material useful for students

learning, which includes realia, personalized material according to students´ level. In order

to stimulate the interest of students in the subject matter adapted material and techniques

are employed to achieve the needs and expectations of both teachers and students.

The following concept is an adapted definition of motivation from:

In educational psychology, the definition of what it is to be motivated is quite simple:

“To be motivated is to be moved to do something” (Ryan & Deci, 2000, p. 54).

The factors influencing on intrinsic and extrinsic motivation are presented on the chart 1.1

from Abrudan Caciora S. V. (n.d. Motivation in language learning pp.559 University of

Oradea).

1.1.

Intrinsic Extrinsic

Preference for challenge Reference for easy work

Curiosity/ interest Pleasing a teacher/getting grades

Independent mastery Depending on teacher in figuring out problems.

Independent judgement Reliance on teacher´s judgments about what to do.

Internal criteria for success External criteria for success

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The role of Motivation in the classroom

Motivation is one of the most important factors in the classroom which teachers recognize

as a significant aim or goal on second language teaching According to (Abrudan Caciora

Simona V. (n.d.) pp 559-561). There are many characteristics which influence in order to

engage students when learning a second language such as: personality, attitude of the

learners, the relationship between teacher students, learning styles, motivation and

feedback, the failure syndrome and the rewards to motivate students. In terms of

Personality it refers to students characteristics that can influence on language learning.

Some of them are passive, active, independent, introvert or shy. And some others have self

-confidence. As a result students are confused or afraid to express their own opinions in the

group and motivation helps them to develop in a better way their language learning.

The attitude of the learners is another important factor. Most people think attitude and

motivation are related in language learning. If a student has good attitude during the

language learning process the course and the students´ grades will have better results. The

attitude of students is very important in learning process because includes the educational

factors (educational aspects) and social factors (cultural aspects) which influence in

learning process. This explains why some people learn easily than others in the same

environment with the same resources, because the attitude to learn of each one is different.

However the Relationship between Teacher and Students (T-Ss) or rapport is an

important feature of unconscious human interaction. It plays an important role in the

language learning environment because teacher and students need to have good interaction

in order to make a friendly environment.

Furthermore the Learning styles of each student can differ according to their learning

outcomes. Teachers have to find the way in which student learn in the classroom. Students

should not be force to learn in a specific technique. Motivation and feedback can be

useful to motivate students. Through Academic feedback the student will be motivated to

improve their performance. If the student is intrinsically motivated to learn the language the

teacher will maintain the student engaged. But if the student is extrinsically motivated

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academic feedback is a way to demonstrate the student how important is his development to

the teacher. When the student receives a simple comment from the teacher such as: "good

job", "well done" or just a happy face the student feels motivated to learn because he knows

he is good at it. It is important to give back graded papers for feedback because the student

will know how he is doing and what he needs to improve.

According to (Andmaerh A. E. 1994 (pp.186- 216) The Failure syndrome is when

students tend to quit at early signs of difficulty. The syndrome has tendencies to appear

either in emotional immaturity kids or in adults as a reaction to stress. Most of the time

students think that they cannot do the job or that it is too hard for them. Most children begin

school with enthusiasm, but over time many children find it difficult when they are exposed

to public humiliation, bullying or being judged. Therefore teachers should prevent this kind

of behavior by making the students comfortable and engaging them to learn. Additionally

rewarding students in order to engage learners by using prizes such as candy or stickers is

certainly a way to motivate them or is it just a way to recognize students for what they must

do. Educators often mention that a good way to motivate their learners is just by giving

them positive feedback. This way you do not spend your money and you are helping the

students to continue improving their knowledge.

It is very important to identify that motivation can help or affect the learning process. There

are many studies related to how the teachers can motivate or demotivate student

performance. More recently (Hobson (2002) has revealed the most powerful positive and

negative motivators for students. These are the teacher’s attitude and behaviors. The

relevance of the course content and student’s prior interest in the material can motivate

students to learn the language. Consequently the most potent demotivating factor is the

instructor’s negative attitude, behavior and a disorganized course structure. A demotivating

teacher also creates a poor learning environment, a boring or irrelevant course and feed into

student’s prior disinterest in the subject matter. But it is also true that better teaching

generates more rewarding learning experiences, which means more motivation to learn.

Also is important to identify what teachers think about motivation. Most teachers have a

different idea about the term motivation. In this context setting is defined as stimulating

student’s interest (Intrinsic motivation), yet doesn’t seem to be applied in the correct

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manner. Furthermore motivation seems to be a primary goal for teachers to reach as a

personal aim. Therefore learning is “an inside job” but motivating students is the primary

task.

How teachers can promote motivation in the classroom

The teacher is the role model in the classroom, hence he needs to engage students´ interest

in learning and to express enthusiasm when teaching a second language. There are

distinguishing features which each teacher has to take into account to encourage students

when learning another language such as: Appearance, Language use, Materials in ELT,

Authentic, Personalized, Realistic, Appropriate and Purpose. In terms of Appearance, the

teacher has to project responsibility in front of the group because students can acquire a

wrong idea about the relationship between them and they would not consider a Teacher as a

role model. Another important factor is language use. Teachers have to keep in mind that

they could be the only English source that students have, and therefore they should model

the language.

Materials in ELT are very important in the language learning process, because they are

essential to motivate the students learning. Some of them have to be Authentic. This is

when the teacher uses realia (Realistic material) in order to contextualize the language and

make it meaningful for the learner. The personalized material is important when the

teacher needs to make changes on the lesson plan according to the syllabus. In order to

create adaptable material for the students for example creating own worksheets. One of the

most important features which teachers have to keep in mind in language teaching is the

appropriate material for the learners. Because most of the time teachers need to adapt

material according to the age, level, needs and wants in order to design useful material for

them.

In ELT materials is essential have a purpose. There are two kinds of aims personal aim and

sub aims. The personal aim is the teachers´ aims. It is when teachers need to improve some

things as their own goals for example create a friendly environment and another one could

be when teacher provides students more opportunities to speak and practice the target

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language. On the other are sub aims these are the goals that teacher wants that students are

able to do at the end of the class.

Adapting materials in the classroom

There are two kinds of ways to adapt material: consciously or subconsciously. In

educational contexts teachers need to adapt materials to develop and improve the students

learning skills. The material designed has to be developed for a specific context where

students are involved (environment). As a result teachers need to adapt the material either

consciously when using a course book or subconsciously when making changes to the

syllabus. They are many Factors to be considered in the process of adapting materials. First

of all the material must stimulate students´ interest. It should motivate the learner to

perform a better outcome. The teachers need to identify the students´ needs and wants,

because they are tough to take into account when creating material in order to archive the

students´ personal goal and expectations. Moreover the environment in the classroom helps

when defining a material, if you have students who do not get along well, it is important to

create material to promote interaction patterns. Furthermore teachers should consider the

age and level of the students in order to create fulfilling material, which means that it is

useful and interesting for the student. When adapting material teachers must think of the

lesson goals and the material must engage the students. In addition teachers need to think of

the students´ production /efficiency when choosing the correct material.

Techniques to adapt materials

A good teacher is constantly adapting materials because he is taking into account the

students´ needs and wants using some factors such as: such as: activities, text, clear

instructions and some other characteristics which engage students learning. In other words,

they include the requirements that materials need. Furthermore this section contains

important techniques such as: adding, deleting, modifying, simplifying and reordering,

which explain a procedure to adapt material in order to help teachers develop an authentic

and personalized material. First of all adding includes changes which make material more

detailed such as: expanding and extending. Moreover in terms of deleting this includes

subtracting. It means making changes in things that do not have importance in the learning

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process. Also to design the

proficient enough. Modifying is a term which refers

two types: rewriting and reordering. Rewriting is

and restructuring which applies to classroom management

modification because it includes the instructions (clear and understandable)

explanations (grammar point). Finally reordering

develop in order to make changes on the syllabus for example when teacher write part of

the course book in a different order.

Framework for adapt and create material in ELT

language teaching. It is an important task that teachers need to develop in order to make

their work more relevant and interesting for the learner

localize, individualize and personalized the materials in order to make

learners.

Framework for adaptation from

methods in ELT(2nd.) Adapting Materials, (Chapter 5.1 pg

Strategies to engage students

Some factors could influence with motivating or demotivatin

First of all teachers have to take into account

demotivate students. Teachers

Also to design the lesson plan easier because learners are not

odifying is a term which refers to applying any kind of change.

and reordering. Rewriting is to make the material more communicative

and restructuring which applies to classroom management. Simplifying refer

because it includes the instructions (clear and understandable)

. Finally reordering it is the last technique which teachers can

develop in order to make changes on the syllabus for example when teacher write part of

the course book in a different order.

Framework for adapt and create material in ELT Adaptation is essential i

is an important task that teachers need to develop in order to make

their work more relevant and interesting for the learners. The objectives for adaptation are:

localize, individualize and personalized the materials in order to make them useful for

ADAPTING MATERIALS

Framework for adaptation from (Donough, J. M.andShaw, C. (2003). Materials and

apting Materials, (Chapter 5.1 pg. 73-86.)

s´ motivation

influence with motivating or demotivating during the learning process.

eachers have to take into account error correction, because it could motivate or

Teachers need to encourage students to correct their own mistakes

learners are not adequately

to applying any kind of change. It has

make the material more communicative

implifying refers to a type of

because it includes the instructions (clear and understandable) and

it is the last technique which teachers can

develop in order to make changes on the syllabus for example when teacher write part of

n second

is an important task that teachers need to develop in order to make

s. The objectives for adaptation are:

them useful for

(Donough, J. M.andShaw, C. (2003). Materials and

g during the learning process.

it could motivate or

need to encourage students to correct their own mistakes in

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order to let students identify their own performance. Additionally homework, punishments

or other sanctions are not good strategies to engage students they get an opposite effect of

motivation.

METHODOLOGY

When learning a second language students might lose the interest to improve their learning

skills because of the teacher’s selection of material, because sometimes the material is not

created according to the learners´ needs and wants. As a result a research was develop

according to the stated question “How can the teacher´s selection of materials motivate or

demotivate students?”. Motivation is an important factor when learning a second language.

Some aspects to take into consideration when motivating students in a second language

learning process are the students’ academic factors such as: students´ background, teacher

knowledge, teacher attitudes in front of the group, the students´ feelings toward the target

language. Also the social factors which include the way people think the use of the

language and beliefs. In order to interact with others, be able to communicate and express

their own ideas.

To gather information in order to answer the stated Quantitative and Qualitative methods

were used. According to (Anderson John D. (2006).

“Qualitative Research is collecting, analyzing, and interpreting data by observing

what people do and say. Whereas, quantitative research refers to counts and measures of

things, qualitative research refers to the meanings, concepts, definitions, characteristics,

metaphors, symbols, and descriptions of things.”

(Anderson John D. (2006). COE Imperial Superintendent of Schools. Retrieved from

http://www.icoe.org/webfm_send/1936)

The Qualitative method was used because is more concerned with understanding why

people behave as they do: their knowledge and attitudes on the society. Also the

Quantitative method was used because it is based on something that can be expressed

numerically such as: graphs and a chart to compare some features and present the analyzed

results.

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The sample was in an opportunity way because:

It consists of taking the sample from people who are available at the time the study

is carried out and fit the criteria you are looking for. ..

Anonimous (n.d.). Selecting sampling

Retrieved from: http://www.holah.karoo.net/sampling.htm

[Access 6 November 2012]

INSTRUMENTS

The collected data was composed by important gathering instruments such as: two

questionnaires (closed ended questions) which characteristics are:

• The respondent is asked to select from a fixed list of replies

• Responder has to choose any one of the options given or multiple options

• This facilitates coding and helps in quantifying the answer to the questions

• Respondents don’t have to think much and answer within the options given.

Anonimous (n.d.). Retrieved from: http://www.scribd.com/doc/18132256/Types-of-

Questionnaires [Access 6 November 2012].

The questionnaire was used to understand the type of motivation that students could have

Intrinsic or extrinsic. It was applied into Spanish because students do not understand the

language. This tool is so useful because it allows recognize what students think and believe

in order to get specific information that after was interpreted in graphs question by question

according to the students´ replies. The questionnaire was about 10 yes/no questions. The

second questionnaire was used to identify the students’ needs and wants and it was made of

9 yes/no questions. (Appendix)

Taylor – Powell E. Steele S. (n.d.). Collecting Evaluation Data: Direct observation

Retrieved from: http://learningstore.uwex.edu/pdf/G3658-05.pdf

[Access 6 November 2012]

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Moreover an observation form

teachers and materials role in the classroom. I

Additionally to know the students´ interaction in the classroom an observation form

used it was about 10 questions also in a like scale (Appendix).

was used (Appendix). According to

data as well as to gain knowledge from individuals

about what type of material the teacher uses in the classroom, the kind of learning style of

the students and the strategies used by the teacher in order to engage students into the

language.

RESULTS FOR INTRINSIC AND EXTRISIC MOTIVATION

In order to identify the type of motivation that students have when learning a second

language (English). A close questionnaire

collecting data. The following graph projects the results of type of motivation.

1.0 Type of motivation of

As a result was identified that the 67% of 30 students

they see their English class as an interesting subject. Also they wish to learn a second

language for their own initiative

37%

TYPE OF MOTIVATION OF STUDENTS

Moreover an observation format was created to collect evaluation data and

materials role in the classroom. It has 20 observed questions in a liker scale.

Additionally to know the students´ interaction in the classroom an observation form

questions also in a like scale (Appendix). To conclude an interview

According to Kvale (1996, p. 14) “Interviewing is a way to collect

data as well as to gain knowledge from individuals”. It was useful to obtain information

what type of material the teacher uses in the classroom, the kind of learning style of

and the strategies used by the teacher in order to engage students into the

RESULTS FOR INTRINSIC AND EXTRISIC MOTIVATION

he type of motivation that students have when learning a second

close questionnaire was applied because was more objective when

The following graph projects the results of type of motivation.

1.0 Type of motivation of students (Number of students 30 of 50)

hat the 67% of 30 students have intrinsic motivation because

they see their English class as an interesting subject. Also they wish to learn a second

their own initiative but they do not have the opportunity to communicate and

63%

TYPE OF MOTIVATION OF STUDENTS

INTRINSIC 63%

EXTRINSIC 37%

and to identify the

20 observed questions in a liker scale.

Additionally to know the students´ interaction in the classroom an observation format was

onclude an interview

Interviewing is a way to collect

to obtain information

what type of material the teacher uses in the classroom, the kind of learning style of

and the strategies used by the teacher in order to engage students into the

RESULTS FOR INTRINSIC AND EXTRISIC MOTIVATION

he type of motivation that students have when learning a second

because was more objective when

The following graph projects the results of type of motivation.

50)

have intrinsic motivation because

they see their English class as an interesting subject. Also they wish to learn a second

but they do not have the opportunity to communicate and

INTRINSIC 63%

EXTRINSIC 37%

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practice the target language in the classroom . The other 33% (11 students) have extrinsic

motivation because most of them are studying English just as another subject in school and

for other reasons not to reach their own goals such as: to please their parents, because they

need to have a good grade, and some other reasons. Also students feel disappointed when

going to their English class, since the teacher does not use material that can be engaging for

them.

NEEDS ANALYSIS RESULTS

One of the most important factors for educators when motivating when teaching a second

language is to identify the students´ needs and wants. To motivate learners is very

important to identify what learners´ like in order to improve their learning skills. Therefore

to identify the role of the material in the classroom a questionnaire was designed. In

addition each question was analyzed and interpreted. It is very important to mention that

the question number 4 was eliminated because a keyword was missing and in order to have

validity was eliminated.

RESULT FROM THE INTERVIEW

The results of the interview identified some relevant factors such as: the teacher has the

knowledge about the language but she does not know different strategies to transmit it to

students. Another important feature is the use of the material in the classroom, teacher is

only focusses on the course book and some webpages which is not adequate to engage

students. According to the ET, students are more interested in the language using the

computers and the internet. In general students think that the teacher uses the correct

material to teach English but when the observation was carried out was identified that the

teacher does not know strategies to motivate students. And when she was discussing about

the material that she uses was recognized that she does not know anything about students´

needs and wants.

DISCUSSION

The research was developed in order to identify the materials role in the classroom when

teaching a second language especially in high school learners. It is because is one of the

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most difficult stage to engage students into the academic development. It was identify that

the 63% of students have intrinsic motivation and the other 37% have extrinsic. As can be

seen students are motivated to learn a second language but the methods and material that

their English teacher uses are not interesting for them. The teacher mainly focusses on the

course book (Upload Express publishing students´ book and work). It is based on the

students competences but is not functional for them because they are visual learning and

she does not use visual material such as: flashcards, posters, and some other aids. The

teacher does not create material just uses the course book exercises and different webpages

from internet.

The majority of students want to learn English in order to have interaction with people who

speak the second language and allow people know their personal thinking and opinion,

beliefs, likes and dislikes in general they want to speak the target language to communicate

with society. Also students are motivated to learn English to understand multimedia (songs,

videos, movies, videogames, and some other ways to entertain) it is because nowadays they

are more familiar with the technology. Students want to enrich their own goals. As a result

they are motivated to learn the target language. It was identified that 19 students wish to

speak in another language (English). The rest of learners, are not motivated to learn because

they find their English class as an obligation to get good grades Moreover was

distinguished that students want to reach their own goals not just to please their parents. It

is very important to mention that the majority of them are engaged to produce the language

but they are limited to do it in the classroom. Additionally the 50% of students (15) find

their English class as a good instrument for their future and they are studying because is

important for their final grade. The students think that speak in English is useful for them to

get a good job and salary in their future employment. It means to have more opportunities

in the society. Finally students are interested to improve their learning skills. The rest of

them do not want to improve them. It is because they are not motivated by their ET.

The students find the material as a useful tool to learn another language because is easy to

understand and is modified to the students´ English level .Also now a day technology plays

an important role in education because is a good way to motivate students learning and

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engage their interest in a second language. The results obtained shows that 23 students are

motivated because the teacher uses the technology during the class.

Realia is an important feature to take into account when teaching a second language. It

plays an important role when eliciting students and to meet the established goal on

competences. The 83% of students find the material used by the teacher in a familiar

context which means that teacher uses material related with real life situations.

Additionally listening is a receptive skill which leaners need to improve to be able to

produce the target language. The majority of students said that the teacher uses listening

material. This result is confusing because students have an English lab and there, they find

technological resources and they can improve abilities. The 76% of students find the

material as a useful aid to reinforce their abilities. The other 24% do not see the material as

a beneficial support.

To conclude the researchers identified that students are certainly motivated. They want to

learn another language by their own initiative. Some of the methods and material that their

English teacher uses are not attractive and useful for them. It is essential to mention that

they must have a certain English level according to their high school syllabus. Yet they do

not have the as many opportunities to produce and acquire the language as they need.

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Taylor – Powell E. Steele S. (n.d.). Collecting Evaluation Data: Direct observation

Retrieved from: http://learningstore.uwex.edu/pdf/G3658-05.pdf

[Access 6 November 2012]

ISBN: 978-607-9136-88-8

Kvale (1996, p. 14)

Anonimous (n.d.). Selecting sampling

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[Access 6 November 2012]

ISBN: 978-607-9136-88-8