Investigating EFL Teachers’ Perceptions on Students’ Motivation and Task Engagement in the Offline Pandemic Classroom
0
조회
0
다운로드
1
인용
0
참고문헌
초록
This study presents a qualitative investigation of how EFL teachers in a South Korean University perceive their learnersʼ motivation and task engagement upon their return to the offline pandemic classroom and thus aim to understand the possible causes and remedies indicated through such perceptions. Findings show that perceptions on motivation and task engagement levels are predominantly influenced and dependent on whether the teacher is Learner—or Teacher— Centrically orientated in their teaching. Data revealed that teachers perceive their learners to have differing levels of motivation that influence their engagement during tasks due to socio-cultural factors, learning environmental factors, and factors related to social connection and relationship formation. Learner- Centric teachers perceived remedies to be found in addressing learner needs by adapting their instructional methodology, facilitating social and relationship structure formation, and improvising their personal adaptation strategies. Conversely, Teacher-Centric teachers neither perceived any particular variances nor foresaw any remedial steps to be taken. It can thus be said that teachers only perceive differences to their EFL learnersʼ motivation and task engagement levels, identify possible causes and remedies in the offline pandemic classroom if their teaching orientation is Learner-Centrically inclined.
Abstract
This study presents a qualitative investigation of how EFL teachers in a South Korean University perceive their learnersʼ motivation and task engagement upon their return to the offline pandemic classroom and thus aim to understand the possible causes and remedies indicated through such perceptions. Findings show that perceptions on motivation and task engagement levels are predominantly influenced and dependent on whether the teacher is Learner—or Teacher— Centrically orientated in their teaching. Data revealed that teachers perceive their learners to have differing levels of motivation that influence their engagement during tasks due to socio-cultural factors, learning environmental factors, and factors related to social connection and relationship formation. Learner- Centric teachers perceived remedies to be found in addressing learner needs by adapting their instructional methodology, facilitating social and relationship structure formation, and improvising their personal adaptation strategies. Conversely, Teacher-Centric teachers neither perceived any particular variances nor foresaw any remedial steps to be taken. It can thus be said that teachers only perceive differences to their EFL learnersʼ motivation and task engagement levels, identify possible causes and remedies in the offline pandemic classroom if their teaching orientation is Learner-Centrically inclined.
참고문헌 (38)
- Al-Kumaim, N. A., "Exploring the impact of the COVID-19 pandemic on university studentsʼlearning life : An integrated conceptual motivational model for sustainable and healthy online learning", Sustainability, 13(5), pp.2546~ (2021)
- Alshenqeeti, H., "Motivation and Foreign Language Learning: Exploring the rise of motivation strategies in the EFL classroom", International Journal of Applied Linguistics & English Literature (2018)
- Al-Zuʼbe, A. F., "The differences between the learner-centered approach and the teachercentered approach in teaching English as a foreign language", Educational Research International, 2(2), pp.2307~3713 (2013)
- Andres, H., "Active teaching to manage course difficulty and learning motivation", Journal of Further and Higher Education, pp.220~235 (2017)
- Baker, L., "Re-Conceptualizing EFL Professional Development : Enhancing Communicative Language Pedagogy for Thai Teachers", TEFLIN Journal, 27, pp.23~45 (2016)
- Chacon, C. T., "Teachersʼ perceived efficacy among English as a foreign language teachers in middle schools in Venezuela", Teaching and Teacher Education, 21(3), pp.257~272 (2005)
- Chuang, Y., "Increasing learning motivation and student engagement through technologysupported learning environment", Creative Education, pp.1969~1978 (2014)
- Corno, L. M., "The role of cognitive engagement in classroom learning and motivation", Educational Psychologist, pp.88~108 (2009)
- Daskalovska, N., "Learner motivation and interest", Procedia Social and Behavioral Sciences, 46, pp.1187~1191 (2012)
- Deci, E. L., "Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well Being", American Psychologist, 55(1), pp.68~78 (2000)
- Denzin, N. K., "The SAGE handbook of qualitative research" (2005), Sage Publications
- Dörnyei, Z., "Introducing Applied Linguistics: Concepts and Skills", pp.74~86 (2009), Routledge
- Dörnyei, Z., "Researching L2Task Performance and Pedagogy: In honour of Peter Skehan", pp.53~66 (2019), John Benjamins Publishing Company
- Efron, S. E., "Action research in education : A practical guide" (2020), The Guilford Press
- Emaliana, I., "Teacher-centered or student-centered learning approach to promote learning", Jurnal Sosial Humaniora, 10(2), pp.59~70 (2017)
- Enderlin-Lampe, S., "Empowerment : Teacher perceptions, aspirations and efficacy", Journal of Instructional Psychology, 29(3), pp.139~146 (2002)
- Ghazali, F. A., "Challenges and opportunities of fostering learner autonomy and self-access learning during Covid-19 pandemic", SiSAL Journal, 11(3), pp.114~127 (2020)
- Gilakjani, A. P., "A study on the role of motivation in foreign language learning and teaching", I. J. Modern Education and Computer Science, 7, pp.9~16 (2012)
- Gilakjani, A. P., "Teacherʼs beliefs in English language teaching and learning : A review of the literature", English Language Teaching, 10(4), pp.78~86 (2017)
- Good, T. B., "Looking in classrooms" (2003), Allyn & Bacon
- Hardre, P. D., "Measuring teacher perceptions of the “how” and “why” of student motivation", Educational Research and Evaluation, 14(2), pp.155~179 (2008)
- Krueger, R. A., "Designing and conducting focus group interviews" (2002), University of Minnesota
- 이은희, "Relationship between Motivation and Proficiency Improvement", 언어연구, 28(2), pp.405~430 (2011), 언어정보연구소
- Leung, M., "New semester sees continued caution on campus reopenings" (2021), University World News
- Martin, A. J., "The relationship between teachersʼ perceptions of student motivation and engagement and teachersʼ enjoyment of and confidence in teaching", Asia-Pacific Journal of Teacher Education, 34, pp.73~93 (2006)
- Noels, K. A., "Motivation and second language acquisition", pp.43~68 (2001), University of Hawaii Press
- Patel, M. F., "English Language Teaching" (2008), Sunrise Publishers &Distributors
- Ryan, R. M., "Intrinsic and extrinsic motivation from a self-determination theory perspective : Definitions, theory, practice, and future directions", Contemporary Educational Psychology, 61, pp.1~11 (2020)[DOI]
- Sabet, M. K., "The Relationship between Iranian EFL Teachersʼ Self-efficacy, their personality and Student Motivation", International Journal of Education & Literacy Studies, 6(4), pp.7~15 (2018)
- Saito, K. D., "Motivation, emotion, learning experience, and second language comprehensibility Development in Classroom Setting : A cross-sectional and longitudinal study", Language Learning, 68, pp.709~743 (2018)
- Sepulveda-Escobar, P. M., "Online teaching placement during the Covid-19 pandemic in Chile : Challenges and opportunities", European Journal of Teacher Education, 43(4), pp.587~607 (2020)
- Teimouri, Y., "L2 selves, emotions, and motivated behaviors", Studies in Second Language Acquisition, 39, pp.681~709 (2017)
- Tschannen-Moran, M. B., "Fostering student learning : The relationship of collective teacher efficacy and student achievement", Leadership and Policy in Schools, 3(3), pp.189~209 (2004)[DOI]
- Ushioda, E., "The Routledge handbook of second language acquisition", pp.396~409 (2012), Routledge
- Van Lier, L., "The ecology of language learning : Practice to theory, theory to practice", Procedia-Social and Behavioral Science, 3, pp.2~6 (2010)
- Wang, Y. -C., "Using Wikis to facilitate interaction and collaboration among EFL learners : A social constructivist approach to language teaching", System, 42, pp.383~390 (2014)
- Xu, L., "The role of teachersʼ beliefs in the language teaching-learning process", Theory and Practice in Language Studies, 2(7), pp.1397~1402 (2012)
- Yi, Y. J., "Envisioning possibilities amid the COVID-19 pandemic: From English language teaching in South Korea", TESOL Journal, 11(3) (2020)[DOI]