In addition, intrinsic motivation pushes the student to learn without rewards, because the need is innate or come from inside or depends on their own will. Lightbown and Spada (1999, p. 56-57) mentioned that teachers do not have many effects on students’ intrinsic motivation since the students are from different backgrounds and the only way to motivate students is by making the classroom a supportive
According to Wayne Weiten (2014, p290), many theories view motivation forces in terms of drives. In an academic setting, a drive is very important for this is the force that keeps a student to continue working on their respective activities. Without these force, students tend to be indolent on doing the work that 's need to be done. Stress takes up a significant amount of cognitive and emotional bandwidth and lack of sleep due to stress or overwhelm can also make it difficult to feel motivated (MySahana, 2012). E.M Anderman and L.H.
Students learn more and better if they take the initiative in their learning than those who do not. Self-directed learners enjoy keeping the attention and motivation to find their learning needs and requirements. They prepare for their own learning persistently through the necessary steps to take the responsibility and to achieve their learning goals. Motivation is a primary factor in learning to become self-directed learners and the more motivated the learner is, the more effectively you will study. An intrinsic motivation is defined as doing the tasks with full of interest, excitement and curiosity towards the ultimate orientation.
Consequently, research into motivation in foreign and second language learning has been researchers’ focus in recent years. It is regarded as a basic and essential part of learning. Hence, it is believed that the learner whose intention is to be motivated, will obviously necessitate, require and need to come up with something to anticipate and learners’ expectations are linked with their aim or target. Various researches were conducted on students’ motivation in language learning. This field has been extensively explored with the major emphasis on the learners.
These learners do not like the subject itself but they are learning the material for the sake of good grades, parental praise, or because the jobs in that field pay well. Fostering the intrinsic motivation in students is the responsibility of the teacher. Teachers who are able to create a student-centered classroom, promote a mastery goal, encourage students’ actions, and have high, but realistic expectations for students are the best to implant confidence and self-esteem in their
However, it should be noted that it is not enough to solely focus on teaching problem-solving skills. In fact, individual emotional and motivational aspects should be considered . Motivation is defined as a desire to make an attempt in order to perform duties and responsibilities and to use individual skills . Academic motivation refers to behaviors that lead to learning and improvement . It includes the tendency to perform well and to spontaneously evaluate one's own performance.
Second Language Motivation; the Role of Teachers in Learners’ Motivation Mastoor Al Kaboody (2013) Abstract In this paper Al Kaboody (2013) argues the most salient theories of motivation in teaching second language domain. He investigates the role of teachers in creating and continuing learners’ motivation through their learning process. It also suggests teachers the most appropriate and practical motivational strategies which assist learners in complex learning process. Introduction The outstanding role of motivation is obvious either in acceleration or achievement of second language learning process. According to Dörnyei (1998) motivation inspires learners toward SLL and as a powerful force assists them to continue the difficult process of SLL.
I then came to understand how my classmates had understood the assignment and the work I realized that everything for them just moved around the grade or completion of a step. They also wanted grades than to learn the material, later I saw that few students were completing their assignments simply for the completion, not caring or worrying about the learning aspects of the assignments this problem was revolving continuously in my mind and I had many questions about how grades, motivation and learning were linked and the first question was that if learning is important, shouldn’t students be more concerned about what they are learning than what their grades will be?? According to me if students are more motivated by receiving a grade than learning then they will take several short cuts, cheats and focus on the type of learning that is not beneficial for long term understanding of their learning as it will be just enough to earn an acceptable grade which is not
What causes a person to persist or to give up ? What is the person thinking and feeling while engaged in the activity? These are some of the questions on which motivation focuses.Motivation to learn is defined as “a student tendency to find academic activities meaningful and worthwhile and to try to derive the intended academic benefits from them”. Motivation to learn also includes the quality of the student’s mental efforts.For example ,reading the text 11 times may indicate persistence,but