Reports a classroom activity that enhances motivation in students, suggesting improved language learning outcomes.
Motivation is widely assumed to be necessary for language learning to take place (Hadfield & Drnyei, 2013).Therefore, strategies aiding a student's ability to initiate, execute, and reflect on their motivation are an enduring concern for language teachers.Primarily informed by both a social psychological and process-oriented model of motivation, this paper presents a classroom activity designed for students of Rikkyo University's English Discussion Class (EDC) which emphasises the multivariate, temporal, and heterogeneous nature of motivation.
No takes yet. Share an insight, caveat, or question.
Hartley Matthew Alexander (2018) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: