ABSTRACT
The present
research work entitled Motivational Techniques Used in Teaching English at
Basic Level aimed to find out the
different motivational techniques used in basic level and to explore the
teachers' perception on the role of motivation to basic level language
learners. For this study, three English language teachers were selected from
Kathmandu district and five classes of each teacher (i.e. 15 classes) were
observed. The sample of this study was selected through purposive non-random
sampling procedure. Interview and classroom observation were used as the main
tools for data collection. The collected data from field were analyzed
qualitatively. The major finding of this study included that basic level
teachers used different motivational strategies like group work/ pair work,
praising, use of teaching materials, rewarding to motivate their students in
learning, involving them collaborative, communicative skills as well in
creative and productive task. In the same way, basic level teachersfaced some
challenges like over crowed classroom with different ability students, lack of
sufficient time, ignorance of guardians to their children learning activities,
lack of teaching resources while teaching English subject in community
school.All the teachers are in the favor of effective, appropriate, applicable
and practical motivational techniques were use in the classroom to improve the
students' academic performance and achievement.
This thesis
consists of five chapters. The first chapter deals with the background of the
study, statement of the problem, objective of the study, research questions,
delimitation of the study and operational definition of the key terms. The
second chapter includes review of related theoretical literature; review of
empirical literature; implication of the review of the study and conceptual
framework. Likewise, the third chapter includes with design and method of the
study, population, sample and sampling strategies, research tools, source of
data, data collection procedures, data analysis and interpretation procedures
and ethical consideration.
Similarly, fourth chapter presents the analysis of data and
interpretation of the results and ultimately, the fifth chapter includes
findings, conclusion and recommendation at three different areas (policy
related, practice related, and further research related) followed by references
and appendices.
TABLE OF CONTENTS
Declaration i
Recommendation
for Acceptance ii
Recommendation
for Evaluation iii
Evaluation
and Approval iv
Dedication v
Acknowledgment vi
Abstract viii
Table of Contents ix
List of Symbols, Abbreviations and Acronyms xi
CHAPTER-ONE: INTRODUCTION 1-6
1.1 Background
of the Study 1
1.2 Statement
of the Problem 3
1.3 Objective
of the Study 4
1.4 Research
Questions 5
1.5 Significance
of the Study 5
1.6 Delimitations
of the Study 6
1.7 Operational
Definitions of the Key Terms 6
CHAPTER-TWO: REVIEW OF RELATED
LITERATURE AND
CONCEPTUAL FRAMEWORK 7-28
2.1 Review
of the Theoretical Literature 7
2.1.1 Motivation 7
2.1.2 Motivation and Learning 8
2.1.3 Types of Motivation 9
2.1.4 Components of Motivation 13
2.1.5 Importance of Motivation 16
2.1.6 Motivational
Techniques/Strategies 18
2.2 Review
of Related Empirical Literature 24
2.3 Implications
of the Review for the Study 26
2.4 Conceptual Framework 28
CHAPTER-THREE: METHODS AND PROCEDURES
OF THE STUDY 29-33
3.1 Design
and Method of the Study 29
3.2 Population,
Sample and Sampling Strategy 32
3.3 Research
Tools 32
3.4 Source
of Data 32
3.5 Data
Collection Procedures 33
3.6 Data
Analysis and Interpretation Procedures 33
3.7 Ethical
Considerations 33
CHAPTER-FOUR: ANALYSIS AND
INTERPRETATION OF DATA 34-67
4.1 Analysis
of Data and Interpretation of the Result 34
4.1.1 Generating
Basic Motivational Condition in Classroom 34
4.1.2 Motivational Techniques Used in Classroom 37
4.1.3 Role of Motivation in the Eyes of
Teacher 56
4.1.4 My Reflection from the Observation and
Interview 66
CHAPTER-FIVE:FINDINGS, CONCLUSION AND RECOMMENDATIONS
68-74
5.1
Findings 68
5.2
Conclusion 71
5.3
Recommendations 72
5.3.1 Policy Level 72
5.3.2 Practice
Level 73
5.3.3 Further
Research 73
REFERENCES
APPENDICES
LIST OF SYMBOLS, ABBREVATIONS AND ACRONYMS
EFL : English as Foreign Language
ELT : English Language Teaching
ESL : English as Second Language
M.ED : Master of Education
No : Number
P : Page
Prof : Professor
T
: Teacher
T.U : Tribhuvan University
TA : Teacher 'A'
TB : Teacher 'B'
TC : Teacher 'C'
CHAPTER ONE
INTRODUCTON
This is a
study on Motivational Techniques Used in Teaching English at Basic Level. This
chapter consists of background of the study, statement of the problem, objectives
of the study, research questions, significance of the study, delimitations of
the study and operational definitions of the key terms.
1.1
Background of the Study
In academic
field, motivation plays a key role to create interest in learning. It is one of
the important elements for learner. It motivates students to participate
actively in learning. It also helps teacher as well as students to improve
their academic condition and professional skills. The teacher can increase their
students' interest and provide extra energy to do better in their studies and
to make their teaching learning effective by using several motivational
strategies e.g. creating context, giving opportunity to share. The motivation
is also an internal and external factors that stimulate desire and energy in
people to be continually interested and committed to a job, role or to make an
effort to achieve their goal. According to William and Burden (1997,p.120)
address motivation as a state of cognitive arousal which provokes a decision to
act as a result of which there is sustained intellectual and physical effort so
that the person can achieve some previously set goal." On the basic of
this statement, it can be said that motivation creates conducive environment for
cognitive arousal that inspires the learners intellectually and physically, so
that they could achieve their predetermined goal. To be more specific, mental and physical
preparedness is prerequisite condition for learning English. For this,
motivation plays crucial role. “Motivation is the process of arousing an
action, sustaining the activity in process and regulating the pattern of
activity (Young, 1988, p.65).
The main purpose and target of every academic activity is to
enhance students learning. Motivation is describe as a state that energizes,
directs and sustains behavior. The sources of motivationcan be influenced by
external factors as well as internal on the bases of motivation; it may be
intrinsic or extrinsic. However, the intrinsic motivation is more responsible
for motivating students for learning. Educators may prefer need to the arousing
intrinsic motivation on the language learning and they may consider it in
designing their instruction by incorporating motivation techniques in their instruction.
Regarding
the value of motivation in learning, Mayer (2011) says, "Motivation is
generally considered to be an internal state that initiates and maintains goal
directed behaviour." It means motivation is the internal readiness that
guided our goal towards behaviour. It is an internal preparation for learning.
Motivation is a kind of feeling that positive motivation we can revive the
positivism energy and apply it in performing tasks. Apart from that individual
with self-motivation always can find a motive and intensity without expecting
encouragements to complete a task even though the task is challenging.
Similarly,
Gardner(1985,as cited in Brown,2000) defines motivation as "A combination
of effort plus desire to achieve the goal of language learning plus favourable
attitudes towards learning the language." When the students are motivated
to perform competently in academic task, they will learn in accordance with
their academic abilities. For this reason, working to enhance students'
motivation is worthwhile. Thus, the motivation is one of the key factors that
determine success in second language learning.
Motivation is defines as the process that initiates, guides,
and maintains goal oriented behaviours. Motivation is what causes us act,
whether it is getting a glass of water to reduce thirst or reading a book to
gain knowledge. Richards (2006) argues that Motivation is a driving force by
which humans achieve their goals. It guides the people to attain their goal.
Moreover, motivation is an inevitable aspect for learning. Due to motivation,
students will be interested in learning and do any task to achieve their goal.
It increases the speed of work and a person is doing everything to achieve
their goal. It increases the performance of learning. It provides energy to the
learner to fulfil their task. In academic field, the level of motivation effects
on students success. In this regards Iliya and Ifeoma (2015, p.10) say,
"Motivation is an internal process that makes a person move towards a
goal." Therefore, it is generally assumed that motivation influences
people's attitudes and performances at work
Similarly,
Harmer (1991, p.51) says, "At its most basic level, motivation is some
kind of internal drive which pushes to do thing in order to achieve some
things." He means to say that. Motivation is a very first and basic thing
that helps to arouse the interest of the learner and pushes them to complete
their task properly and perfectly. It also increases the speed of work and
person is doing everything to achieve their goal. For an example, when working
on a large project we had a short deadline but they offered such as large
bonus, to finish early we found the motivation to get it done.
From the
above definitions, I came to know that motivation is a factor that affects
learners learning process as well as their performance of learned behaviour.
There is a strong motivation to learn L1 because of the importance
of communication for satisfying basic needs but learners' motivation seems poor
in learning a second language. Therefore, it is necessary to arouse the
motivation in learners while learning second language. In conclusion, we can
say that motivation is a kind of internal drive, which inspire or motivates a
person to do things in order to achieve something.
1.2
Statement of the Problem
Motivation is an inherent component for a classroom teaching.
The absence of academic motivation is also likely to be reflecting in students'
negligence in learning. Therefore, the teacher needs to motivate their students
to makes the teaching learning effective. If students are well motivated their
learning may be effective, and for a long-term achievement. This research tries
to find out some motivational strategies, which were used by basic level
teachers in their English language classroom.
The main
purpose of carrying out this study was to find out how do basic level English
teacher motivate their students, what different strategies do basic level
English teacher used in their teaching profession. The reason behind to conduct
this research is my observation on motivation as important aspect and a few
research literature in this respect. Most of the studies are somehow related
and only focus on the perception and role of motivation but t not closely and
directly related to the real classroom practices at basic level. Therefore, to
find out the actual information and to fulfil the gap in literature, I am
interested to work on this issue. Here, I will take interview with related
subject teacher, real classroom observation and find out some motivational
strategies. Therefore, my study will be different from them. In my experience
from the review of related literature, I came to note that in our previous
study there was not enough priority given to the study of students' motivation
even teachers in classroom in the form of ethnographic design. They did not use
different motivational strategies to motivate us. They just use chalk and talk
method. They focused a little on student interest, motivation and feedback.
However, nowadays the teachers change their traditional teaching trend. To cope
with the problems to motivate students towards the English language teaching
and learning in the basic level, teacher need to employ various motivational
techniques in accordance with the context and interest of the students.
1.3
Objective of the Study
The following were the objectives of
this study:
• To find out the motivational
techniques used in teaching English at basic level.
• To explore teachers' views on the
role of motivation to basic level
language learners.
•
To
suggest some pedagogical implications.
1.4
Research Questions
The following research questions were
used to carrying out this study:
• How do basic level language teachers
motivate their students?
• What is their view on the role of
motivation strategies to basic level
teachers?
1.5
Significance of the Study
This study
aims to explore the techniques used in basic level English language teachers to
motivate the students inside the classroom. So, this study provides an insight
to the teachers, parents, students, subsequent thesis students and all the
interested and related personalities on the issue and practice of motivation.
The teachers will be benefited in the sense that they are the core of the study
and they will be conscious of their own weaknesses and will bring some
necessary changes in their teaching profession. Similarly, the students will
experience the best easiest strategies through the instructed techniques.
This research will help the teachers to have better
understanding regarding the existence of appropriate motivational techniques
for basic level students. Finding of the study will be helpful to the teachers
because it will increase their familiarity to observe students behaviour and
implementation of various motivational techniques at basic level education.
Teachers are the backbone to motivate, develop and improve student's learning
process especially at the basic level. A basic level student mainly depends on
their teachers in learning process. It arouses interest to the teacher for the planning
of creative learning environment. This study will be significantly important
for further researchers to conduct a research in English language learning and
find out the solution of the problems faced by English teachers.
1.6
Delimitation of the Study
This study had following limitations:
• This study was confined to explore
the motivational techniques used by
basic level English language teachers
in their classes.
• It was an ethnographic in design.
• The population of this study was
taken from Kathmandu valley.
• The study was limited to basic level
students.
• The study was limited to
three-government school.
• The data was collected through
interview and classroom observation.
1.7
Operational Definition of the Key Terms
The key
terms used in the study have been defined in terms of their operational meaning
here in this section:
Motivation: The way of basic level English
teachers help students in learning. For example, developing students'
self-confidence, providing feedback, encouragement.
Intrinsic motivation: The motivation, which is concerned
with the factor such as students own thinking on the importance of learning,
curiosity, pride and enjoyment.
Extrinsic motivation: It is a form of motivation to act
that comes from the external environment outside of the person. When we are
motivated
extrinsically,
we act with the anticipation of rewards grades, praise, money or some other
incentives.
Basic level: From grade one to eight, here in this
study it represents 4, 6,8grades.
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