Student Attivation

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According to Stiggins (2000), teachers can enhance or destroy students’ desire to be successful in school and permanently through their use of assessment than any other tools. The teachers most important challenge is to manage the relationship between assessment and student motivation.
Attitude and motivation are so closely related that some scholars as Gardner and Lambert (1972) do not separate them from each other.
Woldkowski (1985: 45-85) cites six factors which influence motivation. One of those factors is attitude: attitudes are predispositions to respond favorably toward particular people, ideas, objects, or situations. They learned or changed throughout a lifetime, they can have a great impact on adults learning activities. Tremblay
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A large body of research demonstrates that granting autonomy to the students in the course of language learning contributes to their motivation and achievement. Dickenson (1995: 167) regards autonomy as, “…An attitude toward learning in which the learner is prepared to take, or does take responsibility for his own learning.” Those students who are intrinsically motivated are more autonomous, i.e., they accept responsibility for their own learning.
In a research by Rostkam,T. (1999), he described the attitudes of 217 Chinese students to extended pairwork (same pair over a term) and peer assessment in eleven task-based ESP business classes in a Hong Kong university. The patterns and perceived usefulness of peer interaction, feedback and peer evaluation were discussed in terms of the cultural values of Chinese learners. The findings suggested that peer feedback was generally perceived as useful and occurred often although about five percent of students did not enjoy the collaborative learning arrangement, and in these cases there was less interaction. The overall response to peer assessment as a learning experience was favourable, but students were unsure about its fairness and felt less comfortable about it as an assessment exercise than as a learning
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However, students’ motivation and attitudes toward L2 study were relatively positive and stable during the course. The findings provided some evidence that motivated students studied regularly and productively to take every opportunity to perfect their language skills. It was also found that each teacher idiosyncratically implemented the online course, thereby creating a unique class culture and affecting students’ motivation and attitudes toward studying the L2 in the online context. The findings reinforced the importance of students’ motivation and attitudes in L2 study and, equally important, the continuing critical role of the teacher in technology-enhanced
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