Three Conceptual Orientations of Learner Goal-Setting

This study seeks to investigate the extent to which goal-oriented self-checklists foster motivation and autonomy in EDC learners.A secondary area of exploration is to examine the effect of performance avoidance strategies on student attitudes to goal-setting.Over two semesters of a full academic year, EDC students in 24 classes (n=164) independently set themselves function goals and communication skill goals to be completed in an extended discussion.At the end of the semester students participated in a questionnaire which recorded their attitudes towards the activity.Results were analysed using SPSS software to calculate the frequency of responses and test the internal reliability of the data collected.Findings indicated that although goal-setting internally motivated students to perform better in discussions, there was a mixed response to developing learner autonomy, and also that goal-setting was not always being used in a positive manner.