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MOTIVATIONAL FACTORS IN FOREIGN LANGUAGE LEARNERS’ TASK ENGAGEMENT: A SOCIOCULTURAL PERSPECTIVE

MOTIVATIONAL FACTORS IN FOREIGN LANGUAGE LEARNERS’ TASK ENGAGEMENT: A SOCIOCULTURAL PERSPECTIVE. SUZANA ISMAIL University of Malaya, Malaysia PhD Candidate, Monash University, Australia CALL ANTWERP 20 AUGUST 2010. OVERVIEW.

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MOTIVATIONAL FACTORS IN FOREIGN LANGUAGE LEARNERS’ TASK ENGAGEMENT: A SOCIOCULTURAL PERSPECTIVE

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  1. MOTIVATIONAL FACTORS IN FOREIGN LANGUAGE LEARNERS’ TASK ENGAGEMENT: A SOCIOCULTURAL PERSPECTIVE SUZANA ISMAIL University of Malaya, Malaysia PhD Candidate, Monash University, Australia CALL ANTWERP 20 AUGUST 2010

  2. OVERVIEW • Motivation – personalization of learning and the learning environment • The Study – background + framework • Procedure – data collection + NVivo 8 • Discussions – some data sample • Conclusion – summary and implications for classroom practice

  3. BACKGROUND • JFL learners (major) ,multilingual setting - need authentic TL resources • Diverse learner background – need personalization of learning • ICT (resources) made this more accessible • Oral presentation tasks (OP) tasks induce resource use

  4. BACKGROUND Resources: • People • Things • Environment Resources used as: • Source for information • Tool

  5. FRAMEWORK Sociocultural Theory • Learning is socially mediated • Purpose of learning is problem solving • Awareness of the means to solve problems Holistic investigation of learners’ OP task engagement – across level, across courses • Ecology of task (van Lier 2000) Activity Theory • “same task different activity” (Coughlan & Duff, 1994)

  6. MEDIATING TOOL computer, dictionary strategies, concept language OBJECT/MOTIVE OUTCOME SUBJECT participants product, project, oral presentation language learning DIVISION OF LABOR RULES COMMUNITY institutional, cultural norms teacher/students roles in pair/groupwork classroom, organization Activity System Model (Engeström,1987)

  7. PROCEDURE • Questionnaires • Interviews • Observations • Learner diaries • Documents • Data imported to NVivo 8 • AV data transcribed • Coding • A priori (Activity Theory) • From literature • Emerging themes • Analysis using Activity Theory

  8. NODES

  9. AUTONOMY & MOTIVATION • “Autonomous learners are by definition motivated” (Ushioda, 1996:2) • Motivation from within (intrinsic motivation) key to sustainable motivation • Motivation is socially mediated (interdependence) (Ushioda, 2003, 2007) • Motivation from within can be fostered through collaborative tasks e.g. OP (Ushioda, 2008)

  10. TASK MOTIVATION • Dynamic and complex • Combination of generalized and situation-specific motives (Dörnyei, 2005)

  11. TASK MOTIVATION Questionnaire - question 35: “What would motivate you to prepare and perform well in a presentation?” Process Model of L2 Motivation – preactional stage

  12. TASK MOTIVATION

  13. YEAR ONE

  14. MIA • “I got this idea of doing it (anime voice actors) coz it’s interesting and I REALLY like it, …it’s a free topic and I was thinking that no one would do it because it’s not THAT popular in Malaysia…so, it would be nice if I gave them (audience), I introduce to them something new…(interview) • “..and then since M sensei says that you could bring magazines and pictures [instructor allows some form of freedom]…and I CONVENIENTLY ((laughs)) have one of them (magazine on anime voice actors) so I brought them along ((laughs))” (interview)

  15. NINA – YEAR THREE • Q.35: “to choose my favorite topic” • “Favorite topic…because, we have the eagerness to know more about the topic rather than no interest at all“. (interview) • “When I am not able to choose, I have to go for it lah” (interview)

  16. “N sensei had prepared the geography specifically for everyone so we cannot choose which dialect we prefer. So it is much more harder because we have to do dialects that we don’t really like or we don’t even know. As for myself I wanted to do Kansai dialect more cause I was influenced by this anime called “Lovely Complex a.k.a. rabu-kon.” (diary)

  17. ISSUES • Availability and accessibility of resources inhibit task engagement • Mismatch between learner perception and teacher expectation • Feedback sessions – not available or not conducive • Post-presentation reflection sessions – not available

  18. SUMMARY • OP tasks enhance learners’ awareness of resource use (resource literacy) through peer modeling, sharing and collaborative work (socially mediated) • Successful resource use leads to subsequent use (value realization) • Successful resource use appears to help sustain task motivation

  19. IMPLICATIONS FOR CLASSROOM PRACTICE To sustain learners’ task motivation: • Structure “personalizable” OP tasks for more efficient resource use • Structure instructional rules that allows for “personalization” to occur • Structure environment for resource awareness and resource literacy • Invoke resource use at early stage e.g. through OP • Foster non-intimidating, collaborative dialogic interactions at different stages of OP tasks - teachers and peers to set shared learning goals

  20. THANK YOU sism5@student.monash.edu suzana@um.edu.my

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