Effects of Teacher-Presented and Student-Generated Authentic Materials on Student Motivation in an EFL Classroom
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초록
The present study is to explore the effect of the use of teacher-presented and studentgenerated materials on student motivation. It is a longitudinal study which uses qualitative research methods. Two research questions were used to examine the overall effect of these materials on student motivation to learn, and if there was a difference between teacher-presented and student-generated materials on this classroom motivation. Three students (1 female and 2 male students) studying ‘Current Issues in English’ in a Korean university volunteered to participate in this study. Data were collected through diary entries, observations, and interviews. Data were recorded, translated, transcribed and analyzed by coding and categorization. Observation was also conducted using observation sheets. Findings indicated that a generally positive overall relationship existed between the use of these materials and student motivation. Furthermore, the data seemed to show a more positive reaction to student-generated materials in terms of driving motivation, but this response was not universal and these results were not entirely consistent.
Abstract
The present study is to explore the effect of the use of teacher-presented and studentgenerated materials on student motivation. It is a longitudinal study which uses qualitative research methods. Two research questions were used to examine the overall effect of these materials on student motivation to learn, and if there was a difference between teacher-presented and student-generated materials on this classroom motivation. Three students (1 female and 2 male students) studying ‘Current Issues in English’ in a Korean university volunteered to participate in this study. Data were collected through diary entries, observations, and interviews. Data were recorded, translated, transcribed and analyzed by coding and categorization. Observation was also conducted using observation sheets. Findings indicated that a generally positive overall relationship existed between the use of these materials and student motivation. Furthermore, the data seemed to show a more positive reaction to student-generated materials in terms of driving motivation, but this response was not universal and these results were not entirely consistent.
참고문헌 (43)
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