Intrinsic motivation in two instructional settings (Official Language School and High School)
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Metadatos
Título
Intrinsic motivation in two instructional settings (Official Language School and High School)Autoría
Tutor/Supervisor; Universidad.Departamento
Safont Jordà, María Pilar; Universitat Jaume I. Departament d'Estudis AnglesosFecha de publicación
2019-06-10Editor
Universitat Jaume IResumen
The present study investigates if the contrast between two English as a Foreign Language (henceforth EFL) contexts can propitiate a difference in the students’ motivation levels. I focused on the distinction of ... [+]
The present study investigates if the contrast between two English as a Foreign Language (henceforth EFL) contexts can propitiate a difference in the students’ motivation levels. I focused on the distinction of motivation proposed by Ryan and Deci (1985), which divides it into intrinsic and extrinsic. Moreover, I analysed if there is any connection between a negative self-perception of the language teacher’s methodology and of the time of day of the class and the students’ level of intrinsic motivation. In order to complete this study, I selected two EFL contexts: Official Language School (henceforth OLS) and high school. In total, I had 38 participants, 18 from the OLS and 20 from high school. They were asked to complete a questionnaire based on Gardner’s (2004) Attitude/Motivation Test Battery (henceforth AMTB), which intended to measure their level of intrinsic motivation and their self-perception of their teacher’s method and their class schedule. The final results obtained from the investigation were that the set of participants from high school have a higher level of intrinsic motivation. However, the difference between the results obtained by each group was not very relevant since they both show a high level of motivation. Concerning the external factors, high school participants negatively perceived their teacher’s methodology and class schedule, yet they were the ones who obtained a higher level of motivation. These results allow me to conclude that the contrast provided by the instructional settings can create a difference regarding motivation, although not a highly meaningful one. Moreover, I found that there is not an apparent link between a negative self-perception of class schedule and teacher’s methodology and a low percentage of intrinsic motivation. [-]
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Descripción
Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2018/2019
Tipo de documento
info:eu-repo/semantics/bachelorThesisDerechos de acceso
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Aparece en las colecciones
- Grau en Estudis Anglesos [351]