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Intrinsic motivation in two instructional settings (Official Language School and High School)
dc.contributor.author | Abad Martínez, Gemma | |
dc.contributor.other | Safont Jordà, María Pilar | |
dc.contributor.other | Universitat Jaume I. Departament d'Estudis Anglesos | |
dc.date.accessioned | 2019-11-20T15:15:16Z | |
dc.date.available | 2019-11-20T15:15:16Z | |
dc.date.issued | 2019-06-10 | |
dc.identifier.uri | http://hdl.handle.net/10234/185085 | |
dc.description | Treball Final de Grau en Estudis Anglesos. Codi: EA0938. Curs acadèmic: 2018/2019 | ca_CA |
dc.description.abstract | 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. | ca_CA |
dc.format.extent | 33 p. | ca_CA |
dc.format.mimetype | application/pdf | ca_CA |
dc.language.iso | eng | ca_CA |
dc.publisher | Universitat Jaume I | ca_CA |
dc.rights.uri | http://rightsstatements.org/vocab/CNE/1.0/ | * |
dc.subject | Grau en Estudis Anglesos | ca_CA |
dc.subject | Grado en Estudios Ingleses | ca_CA |
dc.subject | Bachelor's Degree in English Studies | ca_CA |
dc.subject | intrinsic and extrinsic motivation | ca_CA |
dc.subject | foreign language | ca_CA |
dc.subject | external factors | ca_CA |
dc.subject | Official Language School | ca_CA |
dc.subject | high school | ca_CA |
dc.title | Intrinsic motivation in two instructional settings (Official Language School and High School) | ca_CA |
dc.type | info:eu-repo/semantics/bachelorThesis | ca_CA |
dc.educationLevel | Estudios de Grado | ca_CA |
dc.rights.accessRights | info:eu-repo/semantics/restrictedAccess | ca_CA |
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Grau en Estudis Anglesos [352]
EA0938