Fostering intrinsic motivation in the classroom Prepared by: Hawzhen ,Asma,Joanna and Kawa

1. Fostering intrinsic motivation in the classroom Prepared by: Hawzhen ,Asma,Joanna and Kawa

2. Motivationis the driving force in any situation that leads to action. • It provides insight into why we may behave the way we do. • Motivation is an internal process that reflects the desire to achieve certain goals. • Types of motivation • Intrinsic Motivation:-Intrinsic motivation reflects the desire to do something because it is enjoyable.  If we are intrinsically motivated, we would not be worried about external rewards such as praise or awards.

3. Extrinsic Motivation:-Extrinsic motivation reflects the desire to do something because of external rewards such as awards, money, and praise. • People who are extrinsically motivated may not enjoy certain activities.  They may only wish to engage in certain activities because they wish to receive some external reward.

4. Intrinsically motivated learner:- He / She cares about a true and deep understanding of the course content. He / She thinks the course content is meaningful and useful to them. He / She gain satisfaction by learning. They don’t need other rewards.

5. Extrinsically motivated learner:- He / She thinks that the most important goal is to gain high marks in the course. He / She will not spend time on things that will not bring instant improvement to their course grades. He / She does not find the course very meaningful and useful. They just know they need to finish the course and do well.

6. How to foster intrinsic motivation in the classroom:- Intrinsic motivation is basically described as ones inner desire to pursue interests without any external rewards or incentives . Intrinsic motivation usually comes out of a person’s desire for autonomy, competence, and relatedness to life (O’Donnell et al., pg 178). Autonomy is the psychological need to experience self-direction in the initiation and regulation of one’s behavior. For example; When a student feels that they are doing an activity because they want to they have high autonomy.

7. Competence Is the psychological need to be effective as one interacts with the surrounding environment. (Deci & Ryan, 1985) for example; When students feel challenged and then put forth effort on that challenge, and finally get positive feedback on their work, they feel a strong sense of competence.

8. Relatedness Is the need to establish close emotional bonds and attachments with others people, involves the need for warm relationships. (Baumeister & Leary, pg 188) for example; When students feel a sense of relatedness in the classroom they are more engaged in their learning activities because they feel related to their classmates, their teachers, and their school.

9. Strategies for Motivating Students Challenge1. Set personally meaningful goals. 3. provide feedback to students on their performance. 4. Relate goals to learners' self esteem. Curiosity1. Stimulate sensory curiosity by making abrupt changes that will be perceived by the senses. 2. Stimulate cognitive curiosity by making a person wonder about something (i.e., stimulate the learner's interest).

10. Control 1. Make clear the cause-and-effect relationships between what students are doing and things that happen in real life. 2. Enable the learners to believe that their work will lead to powerful effects. 3. Allow learners to freely choose what they want to learn and how they will learn it. Fantasy1. Make a game out of learning. 2. Help learners imagine themselves using the learned information in real- life settings. 3. Make the fantasies intrinsic rather than extrinsic.

11. Competition1. Competition is more important for some people than for others. 2. People who lose at competition often suffer more than the winners profit. 3. Competition sometimes reduces the urge to be helpful to other learners. Cooperation . 1. Cooperation is important for some people than for others. 2. Cooperation is a useful real-life skill. 3. Cooperation requires and develops interpersonal skills.

12. Recognition 1. Recognition requires that the process or product or some other result of the learning activity be visible. 2. Recognition differs from competition in that it does not involve a comparison with the performance of someone else.

13. The outcome of the students’ answer in the questionnaire The questionnaire contained 22 questions. A couple of groups (together consisting of 64 students) were given the questionnaire. They answered as the following: Q1/ Do you want to learn another language? 62 students with (yes) 2 students with (no) Q2/ Is learning another language easy or difficult? 8 students with (easy) 56 students with (difficult) From these 56 students, 14 of them attribute the difficulty to language itself, 26 others to the unqualifiedteachers and the rest to the curriculum.

14. Q3/ Are you successful in your attempt to learn the desired language? 51 students with (yes) 13 students with (no) From these 13, 8 of them because of inexperiencedteachers and other for lack of instruction time. Q4/ why are you learning English language? 2 with obligatory 54 with it is an international language 7 with having desire Q5/ for what purpose do you use it? 20 students for getting a job 11 students to travel abroad 25 for its being a global language 1 of them for immigration 3 others for marriage

15. Q6/ have you enjoyed learning English language? 60 students with (yes) 4 students with (no) Q7/ what subject are you interested in? 20 students with grammar 33 students with conversation 5 students with literaturereading 6 students with comprehension Q8/ what is the best way to learn English? 39 students with direct contact with native speakers 2 students with listening to songs 17 students watching movies 3 students with online chatting 3 students with intensive courses

16. Q9/ At the mornings, when you go to college, do you feel happy? 39 students with (yes) 24 students with (no) Q10/ Is the building architecture of your college comfortable? 11 students with (yes) 52 students with (no) Q11/ do you have a good relationship with your colleagues? 53 students with (yes) 15 students with (no) Q12/ do you believe in intrinsic motivation in enhancing learning English language? 52 students with yes 5 students with no

17. Q13/ Are fun activities (like games, songs, role plays, etc) effective? 53 students with yes 8 students with no Q14/ Is following students’ suggestions useful? 51 students with yes 7 students with no Q15/ does teacher-student interaction influence learning language? 45 students with yes 6 students with no Q16/ do you like negotiating activities with students? 51 students with yes 12 students with no Q17/ Do you see offering different possibilities to students as a good technique? 47 students with yes 16 students with no

18. Q18/ does Rewarding influence you? 46 students with yes14 students with no 960 chioces,237 =negative answers means %24,6 723 =positive which means %75,3 The above information can be considered as the implication of the students Intrinsic Motivation of the me specific mentioned group for learning language.

19. We as……. have observed four classes, to closely study the positive and negative sides of the teachers’ and students’. We have seen the procedures; actions and provided with strategies teachers use in the classroom and the following are some of our comments: The physical arrangements were not comfortable, such as the temperature, the lightning and there was lack of chairs (students brought chairs from outside) which affects the teacher’s planes. However, the teacher used small groups that work independently, she selected the topic, asks students to participate i.e. answer and corrects students’ mistakes on time, but there was no student attention to the lesson. The purpose of the lesson was not clearly stated and the materials were not prepared ahead of time, as well as the time was not well planned. The activities that are seen, were having questioning and participating students and working in groups. In addition, students are provided with opportunities to interact, the teacher portrays a friendly, positive attitude and students were taking responsibility for their behavior and were respected by the teacher.

20. From the checklist we conclude that Physical Arrangement was not as required to foster the intrinsic motivation ,e.g. lighting was not comfortable and the arrangement of the furniture were not suitable . Concerning Instruction Strategies ,there was problem with the grouping of the classes because of the inadequate places and desks .teachers need to clarify their strategies to be able to maintain the students interest. Teachers must make extra efforts to control the class and draw the students' attention to create a suitable social climate. Students participation in the class as a whole was under average. The focus was on the front students only while the others were left behind.