An article by:Yoshiyuki Nakata

Presented by:

Khansa AL-Qudaimi

Overview

Definitions of intrinsic motivation, self-regulation, and autonomy

Relationship between intrinsic motivation, self-regulation, and autonomy

The role that self-regulated intrinsic motivation plays in successful language-learning

Context-sensitive pedagogical approach for self-regulated language-learning

Definitions

“self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals”

(Zimmerman, 2005)

Self-regulation

“the capacity to adjust one’s actions and goals to achieve desired results in the light of changing environments”

(Boekaerts , Pintrich & Zeidner, 2005)

Definitions

Self-regulation

According to Bronson (2000),

Definitions

Self-regulation stages

reactiveproactive

“the human need to be competent and self-determining in relation to one’s environment”

(Deci & Ryan, 1985)

Definitions

Intrinsic motivation

“the development and exercise of a capacity for detachment, critical reflection, decision making and independent action (Little, 1991);

Autonomous learners are responsible for determining the purpose, content, rhythm and method of their learning, monitoring its progress and evaluating its outcomes. (Holec, 1981)”

(Benson, 2007)

Definitions

Autonomy

How do you see these three relate to each other?

From their definitions…

Intrinsic motivation and self-regulation

According to the Nakata (2010), motivation and self-regulation are two sides of the same coin.

Relationship between

Bronson (2000) proposes that motivation influences self-regulation in all areas of functioning.

She argues that self-regulation is “an intrinsically motivating activity in itself.”

Intrinsic motivation and self-regulation

Relationship between

Intrinsic motivation and self-regulation

Empirical studies support the idea that the self-regulatory process is both cognitive and affective.

Motivation subsumes aspects of both

affective self-regulation

cognitive self-regulation

Relationship between

cognitiveaffective

Intrinsic motivation, self-regulation and autonomy

Relationship between

Intrinsic motivation

autonomy

Self-regulation

The role of intrinsic motivation in language-learning in research

A large number of studies have been on intrinsic motivation not only in educational psychology, but also in language-learning.

Many teachers of foreign languages, teacher educators, and researchers in TESL/TEFL or applied linguistics agree on the supreme importance of intrinsic motivation in language-learning.

Appraisal of intrinsic motivation research

refer intrinsic

motivation to interest

or enjoyment

The applicability

in obligatory language class is

doubtful

fail to address the distinction

between affective and

cognitive aspects

Enjoying doesn’t

indicate that they are

successful in language-learning

discuss an image of

ideal autonomous

learners who are

intrinsically motivated

Redefining motivation

It exists within the self; it’s

neither fun nor enjoyment

It is NOT simply a matter of

intrinsic motivation in the framework

of self-determination

theory NOR it is simply a matter

of degree

It must be discussed with regard to the

affect/ fun and cognition/ learning

the study of motivation in

specific contexts

Developmental process underlying intrinsic motivation

(Nakata, 2010)

“Intrinsic motivation when self-regulated not only affectively but also cognitively helps learners become autonomous language-learners, and as a result leads to successful language learning.”

(Nakata, 2010)

How can we help learners move first to the surface level, and then from the surface to the core level?

how we can motivate our learners

how we help learners to motivate themselves

(Ushioda, 1996)

to help learners to get to the core level, Nakata (2010) combines these two tenets:

how we can motivate

our learners

how we help learners to motivate

themselves

Context-sensitive pedagogical approach for self-regulated language-learning

Context-sensitive pedagogical approach for self-regulated language-learning

Preparation stage

Developmental stage

Self-regulated stage

Context-sensitive pedagogical approach for self-regulated language-learning

Context-sensitive pedagogical approach for self-regulated language-learning

Context-sensitive pedagogical approach for self-regulated language-learning

In conclusion …

teacher undoubtedly plays a crucial role in thedevelopment of learners’ intrinsic motivation, first tothe surface, and then from the surface to the corelevel.

Therefore, It is essential for teachers to be well awareof the process of self-regulated language-learning.They should be sensitive to the pedagogical approachthey adopt in promoting learners’ autonomy, takinglearners’ preparedness into consideration.

References Benson, P. (2007). Autonomy in language teaching and learning.

Language Teaching, 40(01), 21-40.

Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2005). Handbook of self-regulation. Elsevier.

Bronson, M. (2000). Self-regulation in early childhood: Nature and nurture. Guilford Press.

Carver, C. S., & Scheier, M. F. (2000). Autonomy and self-regulation. Psychological Inquiry, 284-291.

Nakata, Y. (2010). Towards a framework for self-regulated language-learning. TESL Canada Journal, 27(2), pp.1-10.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.

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