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Motivation to Speak English: A Self-Determination Theory Perspective |
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| รหัสดีโอไอ | |
| Creator | 1. Dincer, Ali 2. Yesilyurt, Savas |
| Title | Motivation to Speak English: A Self-Determination Theory Perspective |
| Publisher | สถาบันภาษา จุฬาลงกรณ์มหาวิทยาลัย |
| Publication Year | 2560 |
| Journal Title | PASAA : a journal of language teaching and learning |
| Journal Vol. | 53 |
| Page no. | 1_25 |
| Keyword | autonomy support,speaking,intrinsicmotivation,self-determination theory |
| ISSN | 2287-0024 |
| Abstract | Based on a modern motivation theory of learning,self-determination theory (SDT), this study aimed toinvestigate the relationships between English as a foreignlanguage (EFL) learners' motivation to speak, autonomousregulation, autonomy support from teachers, andclassroom engagement, with both quantitative andqualitative approaches. The participants of the study wereEFL learners from a state university in Turkey. Onehundred forty-two undergraduates responded to aquestionnaire about the constructs and seven of themparticipated in following oral interviews. The quantitativefindings showed that students' intrinsic motivation rate ishigher than their other orientations and that theirorientations correlated with regulation, teacher autonomysupport, and classroom engagement in line with thetheory. Qualitative findings also yielded that, althoughstudents are mostly intrinsically orientated, othermotivational factors also play roles in their volition tospeak, with the teacher seeming to be the key factor in theclass as a motivation supporter. The results are helpful for language teachers and educators aiming to create ananxiety-free classroom environment for supportinglearners' motivation to speak English volitionally andbreak language learning barriers. |
