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UNIVERSIDAD CATOLICA SAN

PABLO

DIPLOMA IN TEACHING ENGLISH AS A


FOREIGN LANGUAGE

INVESTIGATION PROJECT

MOTIVATION AS A KEY TO SUCCEED IN THE


PROCESS OF LEARNING A SECOND
LANGUAGE

1
Aknowledgements:

First of all we want to thank our teachers during the whole process of
us becoming teachers, for their help, patience, motivation and
inspiration. We also thank Mr. Larsen, the director and author of this
diploma, for providing us with the necessary tools for becoming
exemplary teachers. For inspiring us to motivate our students and
make a serious class an entertained but yet fillfull class.

Finally, we thank our parents for supporting us during all this time.

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INDEX

INTRODUCTION 4

CHAPTER ONE 5
PROBLEM IDENTIFICATION AND SOLUTION PLAN`S BOUNDARIES

CHAPTER TWO 7
FRAMEWORK

CHAPTER THREE 18
HIPOTHESIS AND VARIABLES

CHAPTER FOUR 21
METHODS AND TECHNIQUES

CHAPRTER FIVE 25
PROPOSAL

CHAPTER SIX 26
CONCLUSIONS

3
INTRODUCTION

Motivation is the key to everything in life, and learning is not an


exception. It is a fact that intelligent students are often out – performed
by less bright students with high motivation which allows us to say that
a well motivated student can accomplish any kind of learning at any
level, leaving their intelligence on a less important one.

We believe that the biggest obstacle teachers have to deal with in a


classroom is the lack of motivation. Problems such as bad behavior and
poor performance are associated to the lack of it, but dealing with a
passive class is not only the biggest problem, it is also the most
common, students don`t participate and avoid interacting with teachers
which makes the class turn into an stressful and frustrating environment
for both.

The reasons why students don`t participate in an ordinary class are:


they are shy, they don`t care, they don`t want to, and this may bring
consequences such as bad behavior, poor performance, etc. When it
comes to an EFL class, this same situation is going to have the same
consequences but at a much higher level and also, the fact that the
class is given in a language that students are beginning to learn, still
learning or just haven`t mastered yet will be an extra reason (excuse)
for them not to participate.

To fix all of this, motivation is the best tool.

Motivation is all about capturing the student`s attention and curiosity


and canalizing their energy towards learning.

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MOTIVATION AS A KEY TO SUCCEED IN THE PROCESS OF
LEARNING A SECOND LANGUAGE

CHAPTER ONE
PROBLEM IDENTIFICATION AND SOLUTION PLAN`S
BOUNDARIES

1.1. Problem Identification


Lack of motivation in ESL students which causes:
• No class participation,
• No teacher-student interaction
• Poor performance
• Frustration
• Bad rapport between teacher and students
• Bad behavior in class
• Lack of attention
• Lack of interest from the students
• No goals from students in order to use the language.

1.2. Areas and delimitation of the problema under study


This investigation is addressed to help English teachers of
Arequipa who have students between 14 and 24 years old in
basic and intermediate levels, who need to be motivated in
order to learn the language.

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1.3. GENERAL AND SPECIFIC OBJECTIVES
1.3.1. General Objectives
In this project, we will present different ways and techniques
that teachers must use in order to motivate their students.
Teacher skills in motivating students are essential for the
teaching-learning process to be successful. Our main goal is
to provide ourselves and others with a set of techniques and
strategies for developing and increasing motivation in the
foreign language students.

1.3.2. Specific Objectives


 Identify the main causes of lack of motivation in ESL
students.
 Improve the existing motivation techniques.
 Develop new ways to motivate students.
 Increase effectiveness of the ESL class by improving
motivation.
 Achieve in the ESL class:
- Students asking questions
- Students making comments
- Students giving signs of understanding.
- Students being both proactive and reactive.
- Students responding voluntarily.

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CHAPTER TWO
FRAMEWORK

2.1.- PROBLEM BACKGROUNDS


The acquisition of a second language is the process by which people
learn a new language in addition to their native language. It is
important to mention the distinction between “acquiring” and “learning”
a language. According to researchers when a child begins to talk (a
language), he or she acquired it, this process was subconscious, the
child didn`t do anything to learn the language, he was only exposed to
it. Most researchers say that there is a special period in person`s life for
language acquisition: from new-born to the early teens.

On the other hand, learning a language requires conscious and


elaborated effort. This occurs up from the early teens where people lose
their ability to acquire a language. With adult learners it`s very common
that at the beginning of the learning process they do better than
children but in the end it`s really difficult that adults reach the near-
native level of people who were exposed to the target language at a
very short age.
As it was said before motivation is the reason people do things, in this
case, learn English. Most teachers agree that motivated students are the
ones who are the most successful learners. There are two types of
motivation: Extrinsic and Intrinsic motivation.

Extrinsic Motivation

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This kind of motivation occurs when a student is compelled to learn or
act in a certain way because of external factors, like passing a test,
getting good grades, graduating or to avoid bad things like failing an
exam.

Intrinsic Motivation
This kind of motivation comes from within the student, it occurs when
the student is internally motivated to learn because it either brings
him/her pleasure, they are convinced that it is important, or they feel
that what they are learning is significant.

To have an intrinsically motivated student would be perfect, in this


situation the teacher`s only job is to keep the motivation running and
not let it decrease while when having a student with low intrinsic
motivation or no motivation at all, forces the teacher to use extrinsic
motivation which can be done by giving rewards or credit for their effort.

Integrative vs. Instrumental Motivation

Howard Gardner`s researches presented two other types of motivation.


These two types do not contradict the one`s we are working with, they
are actually very related. He introduced integrative and instrumental
motivation.

Integrative motivation

This type of motivation is characterised by the learner's positive


attitudes towards the target language group and the desire to integrate
into the target language community. It is thought that students who are

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most successful when learning a target language are those who like the
people that speak the language, admire the culture and have a desire to
become familiar with or even integrate into the society in which the
language is used.

Instrumental motivation

Instrumental motivation seeks to gain some social or economic reward


through second language achievement. This is generally characterised
by the desire to obtain something practical or concrete from the study of
a second language such as meeting the requirements for school or
university graduation, applying for a job, reading technical material,
translation work or achieving higher social status

When trying to relate Gardner`s types of motivation with the ones we


have chosen??? It could be said that integrative motivation takes
intrinsic motivation`s role and instrumental motivation matches extrinsic
motivation`s goals.

The learning process can be very stressful and the positive or negative
attitudes from the students towards the target language are remarkably
influenced by the surrounding society. Researchers have proved that if
the community has a negative view of the target language and its
speakers or a bad relationship with them, the second language learning
process becomes more difficult.

Other common social factors include the percentage of time students


are exposed to the language, even though the learning process is
conscious, the fact that they accustom their ears to the target language
makes its learning easier.

In the classroom happens something similar; the teacher is the external


factor that students` motivation can be influenced by. If the teacher

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don’t encourage students` motivation, the lesson won`t be effective
enough and students won`t learn the language the way they should
learn it; by enjoying it.

When students were asked about how a good teacher should be, they
mentioned a list of qualities:

A good teacher must:

Master the subject (grammar, pronunciation, etc)


Have good communication skills.
Have sense of humor.
Have self discipline.
Know how to approach the students on a personal level.
Know how to transmit language
Be aware of their students` level and their capacity to learn the target
language.
Make the course interesting.
Encourage discovery learning.

Becoming Intrinsically Motivated

All learners exhibit an unknown curiosity to explore the world, so they are likely
to find the learning experience intrinsically pleasant. In reality, however, this
“curiosity” is weakened by such inexorable factors as compulsory school
attendance, curriculum content, and grades—most importantly, the premium
placed on them.

What a good teacher should do is to create intrinsic motivation using the


extrinsic one.

There are many ways teachers can help their students become intrinsically
motivated.

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Appropriate Teacher Behaviour and Good Teacher-student
Rapport

Anything that the teacher does in the classroom has a


motivational, formative, influence on students. In other words,
teacher behaviour is a powerful motivational and very important
key that always be record in the students` mind. An important
element is to establish a relationship of mutual trust and respect
with the learners is talking with them on a personal level. This
relationship that is about to grow between teacher and student will
take them to a level of trust, happiness in class, and confidence. It
is always important that the teacher knows how comfortable are
the students in their class, and the good atmosphere that the
classroom will have.

1)
2) A well planned lesson
A well planned lesson is the most important material a teacher
must have, it gives him the confidence he needs to perform his
best, improvising might work out some times but been prepared is
guarantee of a good class.

3) Non stressful environment


When the class is not worried about the grades, exam and not
making any mistakes and focuses only on English as a way to
communicate they become less stressed and can actually do really
well in the class. The atmosphere in the classroom is very important,
if the atmosphere is not comfortable the student are not i nto the class
and the teacher is not motivated enough in order to motivate the
students . On the other hand, learners` motivation will reach its
peak in a safe classroom atmosphere in which students can

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express their opinions, be part of the class and feel that they do
not run the risk of being ridiculed or made fun off.

In the physical Conditions the classroom should make students


comfortable as possible. It should be well-ventilated and properly
illuminated. The size of the class is also important as well as its
decoration. When the class decoration is fun students feel relaxed,
and that can facilitate language learning. The seating arrangement
in a common college class is formal and for ESL classes does not
work really well. Students should be able to interact with their
peers and with a “U” form of the seating arrangement it can be
done easily.

4) Proper Instruction
It is one of the teacher`s responsibilities to give proper classroom
explanation, students need to know what expectations the teacher
has, they also need to have very clear what the class is going to be
about and what it is that they need to be doing.

In an ESL classroom teachers need to be very careful when it


comes to giving explanations because these will be given in a
different language and it takes more effort from the students to
fully understand them. (We have been taught that translating is not
a very good teaching method and needs to be left as a last resort).
Teachers need to “keep it simple” for their students.
5) Achievable, Relevant and Interesting Material
Many students do their homework and get into many types of
learning activities, even when a subject is not very interesting.
Obviously, these students share the belief of the curriculum makers
that what they are being taught will come in handy. In order to
inspire learners to concern themselves with most learning

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activities, we should find out their goals and the topics they want to
learn, and try to incorporate them into the curriculum. The
teacher is to motivate students to learn and they will do the rest.

The use of vocabulary that the students can relate to and the use
of material they would find interesting is an excellent way to keep
the motivation`s levels high. It is also important for the students to
feel that tasks given by the teacher are achievable and relevant,
otherwise they are simply going to lose focus and interest.

Apparently, unless teachers increase their learners' ‘goal-


orientedness', make curriculum relevant for them, and create
realistic learner beliefs, they will come up against a classroom
environment like not coming to class and becoming rebels and not
participating at all.

Learners need to develop an understanding of the nature of second


language learning, using a diversity of strategies, and a key factor
is for learners to discover for themselves the optimal methods and
techniques.

6) Caring Teacher
An important aspect that helps developing and/or improving
intrinsic motivation of the students is being a caring teacher,
someone who is genuinely kind, considerate and supportive. If
students feel the teacher really cares about them, they will respond
by also caring, and not only about the teacher but also about the
class.

A caring teacher tries to develop a significant relationship with the


students through patience and communication, they will in return
build a desire to learn and participate.

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It is also a good idea to be approachable personally. If we show
that we care about our students by asking about their concerns
and goals (What do they plan to do in the future? What things do
they like?), we will be trusted and respected more than one who is
all business.

7) Energy/Enthusiasm
“Give and you shall receive”. A teacher`s positive energy will
definitely get students more motivated and enthusiastic about
learning. “Energy sells” and a positive attitude will lead to a
successful learning process. This energy will have better effects
when combined with confidence and self control, being over
energetic might stress out some students and cause some other
bad reactions.

8) Have students participate.

One of the major keys to motivation is the active involvement of


students in their own learning. Standing in front of them and
lecturing them is a poor method of teaching. It is better to get
students involved in activities, group problem solving exercises,
helping to decide what to do and the best way to do it, helping the
teacher, working with each other, or in some other way getting
physically involved in the lesson. A lesson about nature, for
example, would be more effective walking outdoors than looking at
pictures.

9) Satisfy students`needs.

In some classes, many, if not most of the students do not


understand why they are involved in an activity. It may be the case
that the goal set by outsiders (i.e., the teacher or the curriculum or

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lesson plan) is far from being accepted by the group members. It
can be beneficial to increase the group's goal-orientedness, that is,
the group start getting excited about the class or an activity and
start getting interested in their official goals. This could be achieved
by allowing students to define their own personal criteria for what
should be a group goal.

When attended, student´s needs will keep them interested and


happy. This is why need satisfaction is a primary method for
keeping students motivated. Students' most common needs have
been identified as survival, love, power, fun, and freedom.
Attending to the need for power could be as simple and gratifying
as allowing students to choose from among two or three things to
do--two or three paper topics, two or three activities, etc. Many
students have a need to have fun in active ways--in other words,
they need to be noisy and excited, they need to keep moving.

Students will be much more committed to a learning activity that


has value for them, which they can see as meeting their needs,
either long term or short term. They will, in fact, put up with
substantial immediate unpleasantness and do an amazing amount
of hard work if they are convinced that what they are learning
ultimately meets their needs.

10) Use positive emotions to enhance learning and motivation.

It is said that strong and lasting memory is connected with the


emotional state and experience of the learner. That is, people
remember better when the learning process takes place
surrounded by strong emotions. If teachers can make something
fun, exciting, happy, loving, or even a bit frightening, students will

15
learn more readily and the learning will last much longer. Most of
the time emotions are created by classroom attitudes, by doing
something unexpected or outrageous, by praise, and by many
other means.

That is to say, the day a teacher comes to class with a bowl on the
head and speak as an alien observer about humans will be a day
and a lesson that students will remember. A teacher not being
afraid to look “stupid” to make a memorable point is very
important.

11) Make the course fun.

Learning sports are fun, exciting, sometimes thrilling, and highly


emotional for most of us. We believe that learning experiences
should provide as much fun as possible. People sometimes think
that some learning tasks are by nature boring (like learning
definitions, grammar, vocabulary). Perhaps this attitude reflects
only a lack of creativity on the teacher´s part. In the same way,
work can be fun; it should be fun, not only for teachers but also for
everyone else.

12) Knowing success.

Teachers should consider the stream of small but constant


students´ ego rewards. Break learning into small goals that can be
conquered and that will in some way produce a feeling of
accomplishment and success. This will help motivate students to
go forward. Just like playing a game, it will provide a constant flow
of accomplishments and the enjoyment of those accomplishments.

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13) Outside the Classroom.

For students that have the desire to form part of the target
language community specifically, most learning takes place outside
the classroom. This is why it is important for the teacher to
encourage students to continue learning after class, to make them
apply what they have learnt in their lives, to shape their out of
class learning experiences through hints, suggestions,
assignments.

Increasing the Learners' Self-confidence

The language classroom is likely to be relaxing and less stressful, it


is important to find out how to maintain and increase the learners'
self-confidence. There are some points that can help student
increasing their confidence:

• Teachers can encourage the student that the competence is an


aspect that develops where you can always win but you also
loose
• Everybody is more interested in doing something in this case
homework, tests, etc, if they know that at the end of the road
you will be helping somebody.
• A small personal word of encouragement is enough.

Encouraging Positive Self-evaluation

Researchers have shown that the way learners feel about their
accomplishments and the amount of satisfaction they experience
after task completion will determine how teachers approach the
student work, by using appropriate strategies which can help
learners evaluate themselves in a positive light, encouraging them

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to take credit for their advances. Promoting attributions to effort
rather than to ability.

John Keller synthesized existing research on psychological motivation


and created the ARCS model. ARCS stand for Attention, Relevance,
Confidence, and Satisfaction. This model is not intended to stand apart
as a separate system; it can be incorporated to others which is why we
are incorporating it to ESL students motivation techniques.

Attention The first and single most important aspect of the ARCS model
is gaining and keeping the learner's attention, Keller's strategies for
attention include sensory stimuli, inquiry arousal (making them want to
ask questions), and variability (variance in exercises and use of media).

Relevance Attention and motivation will not be maintained, however,


unless the learner believes the teaching is relevant. Put simply, the
teaching program should answer the critical question, "What's in it for
me?" Benefits should be clearly stated.

Confidence The confidence aspect of the ARCS model is required so


that students feel that they should put a good faith effort into the
learning process. If they think they are incapable of achieving the
objectives or that it will take too much time or effort, their motivation
will decrease.

Satisfaction Finally, learners must obtain some type of satisfaction or


reward from the learning experience. This can be in the form of
entertainment or a sense of achievement. A self-assessment game, for
example, might end with an animation sequence acknowledging the
player's high score. A passing grade on a post-test might be rewarded
with a completion certificate. Other forms of external rewards would

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include praise from the teacher, good grades. Ultimately, though, the
best way for learners to achieve satisfaction is for them to find their new
skills immediately useful and beneficial.

The success or failure of any learning initiative can be closely linked to


learner motivation. We consider this model to be a very well structured
yet simple model; we have taken this ARCS model as a guide for
designing our own techniques and ideas.

CHAPTER THREE
HYPOTHESES AND VARIABLES

3.1.- HYPOTHESES
a) Most teenagers are obligated to study English. This might happen
because of their bad grades at school or a soon trip for which they
might need the language. One of the consequences this can generate
is that students see the language as punishment and don`t enjoy
even a minute of learning it.

b) Because students seem to generally understand the teacher`s


questions, we feel that there is something else that keeps them from
responding voluntarily when general questions are made. Since most
Peruvian students are taught to listen and not to question a teacher

19
in class, students have little or no experience in in-class interaction
with the teacher, such as questioning or commenting.

c) Most schools (where children first learn English) saturate the


students with the language and they get to a point where they`ve
had enough of the language, in this case English, and “close” their
minds to more knowledge leading themselves to a almost complete
lack of motivation.

d) In schools here in Arequipa they teach formal English, the proper


English, which students might find boring and even incomplete.

e) Another problem can be the fact that English students learn


English to keep learning it. There is no goal set by the teachers that
leads the language achievement to an actual usage. This makes
students be lost on their goals with English and not interested on
improving it.

f) A big problem for students to be motivated to learn English is that


some teachers in Arequipa have a really distant and impersonal
relationship with them; they are just to tell them grammar rules and
some new vocabulary and don`t even learn their students names.

g) In almost every English class in Arequipa students cannot make


opinions, suggestions in class. They only have to obey teacher`s
instructions.

3.2. SOLUTION PROPOSALS


a) Teachers should make English interesting. They have to make sure
students don`t see English as a negative thing. Being in touch with
teen “stuff” is a way to do it. To make the class material relevant for

20
the students can make them enjoy what they are learning and see
English as a tool to understand interesting topics.

b) The teacher should give an explanation about what the rules are
for asking questions in class in English speaking countries (a reading
or listening exercise can be made out of this).
Each culture has different “rules” about how students act in the
classroom. In some countries, students are expected to listen and
only the teacher should lecture or talk in class. But in English
speaking countries (and in English classes), it is positive, important
and recommended to answer the teacher`s questions and interrupt
with questions of their own, it means that they are interested in the
lesson and paying attention.
This new rules need to be reminded at the beginning of every class
until the students get used to them and apply them.

c) Too much of something good may be not so good, it is necessary


that students take a break from English once in a while. Teachers
should want them to enjoy English and not to overcharge them with
it; otherwise they will end up being anxious for the lesson to finish.

d) Teenagers don`t speak in their native language formally. If there


will be a further application of the language teachers have to know
what kind of people their students are going to talk to. Most Peruvian
teenagers that have been to an English speaking country don’t
understand what their peers say because they talk in a different way
Peruvians were taught. It is definitely important they learn the proper
language but it is also important for them to learn the kind of
language they might use and hear more, in the case of teenagers,
slang, informal English, etc.

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e) Teachers should start their courses by setting up some goals for
their students. They are teaching a language which obviously has to
be used in the future. They should make students a practical exam at
the end of the course so students can “taste some success” by
having actually been able to apply what they have learned in a real
life situation.

f) Motivation and emotion are closely related. When the teacher


makes their students feel something nice towards him (a good
rapport), they response positively. They will be focused in class and
be willing to make things right in the class because they like the
teacher and feel that he does more than just teaching in the ESL
classroom, he achieved an approach to the students in a more
intimate way.

g) Teachers should let students decide every now and then. Students
know what they like and they will choose activities which they will
take advantage of, and by doing so they will learn better. Rather than
always avoiding or suppressing their needs, teachers should design
an educational activity that fulfills them.

CHAPTER FOUR
METHODS AND TECHNIQUES

4.1.- POPULATION AND SAMPLE


We interviewed English students of Arequipa between 14 and 24 years
old. The sample was from 25 students which answered an 18 question
survey.

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4.2.- INVESTIGATION
For this research we elaborated an 18-question survey in order to know
how students feel about their English classes and what their reasons for
learning English are.
Up next a model of one of the surveys we`ve used for our research is
presented:

ACTITUD HACIA EL APRENDIZAJE DEL INGLES

INSTRUCCIONES

¡Hola! En las siguientes páginas hay una serie de afirmaciones. Estas


han sido elaboradas de forma que te permitan indicar si estás de
acuerdo o en desacuerdo lo ahí expresado acerca de estudios de una
segunda lengua (inglés). Una vez leída la afirmación deberás marcar
entre uno de los dos extremos de los adjetivos presentados a cual te
inclinas más:

No pases mucho tiempo con cada afirmación, pero asegúrate de


contestarlas todas. Desde ya muchas gracias por tu aporte. Tienes
derecho a no responder, pero si lo haces por favor te pedimos que
contestes sinceramente tal como piensas y actúas.

1. Estudio inglés porque me gusta.


Si ( x ) No ( )

2. Estudio inglés porque quiero viajar.


Si ( ) No ( x )

3. Me gusta aprender ingles


Si ( x ) No ( )

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4. Me satisface saber que soy capaz de comunicarme en otro idioma
(inglés) que no sea el nativo.
Si ( ) No ( x)

5. Estudio otro idioma para poder graduarme.


Si ( x ) No ( )

6. Creo que puedo llegar a más gente utilizando el inglés


Si ( x ) No ( )

7. Disfruto mi tiempo en la clase de inglés.


Si ( ) No ( x )

8. Aprendo ingles para entender la letra de las canciones que me


gustan
Si ( ) No ( )

9. Quiero aprender ingles para mi propia satisfacción


Si ( ) No ( )

10. Me aburro en la clase de inglés.


Si ( ) No ( )

11. Mi profesor es divertido.


Si ( ) No ( )

12. Aprendo inglés porque quiero comunicarme con personas de


otros países.
Si ( ) No ( )

13. Aprendo inglés para aumentar mis conocimientos.


Si ( ) No ( )

14. Mi profesor me hace sentir cómodo como para participar en


clase voluntariamente.
Si ( ) No ( )

15. Cuando hago algo bien en clase el profesor me recompensa.

24
Si ( ) No ( )

16. Creo que estudiar inglés me abre más oportunidades.


Si ( ) No ( )

17. Estoy aprendiendo inglés porque es necesario en mi trabajo.


Si ( ) No ( )

18. Me hace sentir bien aprender un idioma


Si ( ) No ( )

Besides this survey we asked English students to make a list of ten


qualities they thought a good teacher must have

4.3.- DATA RECOPILATION TECHNIQUES


The survey was applied via internet.

4.4.- INFORMATION PROCESSING TECHNIQUES


After gathering all of the surveys we analyzed the results of the people
who were interviewed. We put all the results in the statistical program
SPSS 15.0 to get the final analysis.

Statistics of related sample

25
Tipical
Error of
Arith the
metic Tipical arithmetic
Mean N Deviation mean

totalex
24,81 26 10,907 2,139
t

totalin
39,23 26 6,737 1,321
tr

The arithmeticmean of extrinsic motivation in the sample is 24.81.


This means that there is extrinsic motivation but is not very high.

The arithmetic mean of intrinsic motivation in the simple is 39.9. This


indicates a high level of intrinsic motivation towards learning English as
a second language in the people who were interviewed.

According to the results we obtained the following:

Intrinsic Motivation  87%

Extrinsic Motivation  54%

General Motivation (Intrinsic and extrinsic)  70 %

Intrinsic Motivation of general Motivation  61.7 %

Extrinsic Motivation of general Motivation 38.3 %

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CHAPTER FIVE
PROPUESTA

27
Date March May July September November December

2nd. Creativity
1st. Creativity workshop 4th. Creativity 5th creativity workshop 6th. Creativity
03 for teachers workshop for teachers 3rd. creativity workshop for teachers for teachers workshop for teachers
04
05 workshop for teachers

Sport
Championships:
Teachers´ sharing teachers vs. students’ Teachers´ sharing Student/teacher gift
Student/teacher lunch experience Student/teacher afternoon week. experience exchange
14

Creativity workshops: how to increase students´ motivation.

Workshop 1: A well planned lesson with a non stressful environment. For gaining and keeping learner´s attention
include sensory stimuli, inquiry arousal and variability (variance in exercises and use of media).

Workshop 2: Proper Instruction. Achievable, Relevant and Interesting Material. Let students choose.
Workshop 3: Caring Teacher. Energy/Enthusiasm.
Workshop 4: Have students participate. Satisfy students`needs. Benefits for studying English should be clearly stated.
Workshop 5: Use positive emotions to enhance learning and motivation. Make the course fun.
Workshop 6: Knowing success. Outside the Classroom. Help students gain confidence. Reward students.
Teachers´ sharing experience: help each other, listening to other´s experiences and gain more selfconfidence.

28
CHAPTER SIX
CONCLUSIONS

Motivation is the backbone of any classroom. When the students are


motivated, the teacher can perform his/her job the best. A teacher
can do a lot to improve the students` motivation, and the effort
involved is an essential part of the teaching profession.
ESL teachers are not just teaching a language, they are also teaching
a culture. The lack of familiarity of the students with a different
culture can be mistaken with lack of interest.
By increasing learners` self confidence and creating learners`
autonomy the tendency of getting tired and being likely to succumb
to any attractive distractions decreases because of the intrinsic
motivation it has generated.
Many teachers nowadays have forgotten the importance of
motivation when it comes to prepare their classes. They don`t see
the individuality of each of their students, they just stick to the
curriculum when teaching. This terrible relationship they create with
their students can only lead the learning process to a non motivated
environment which won`t have effective results.
If the teacher leaves the context where the students learn and their
own personality behind, it will be impossible for him/her to motivate
them. When a teacher teach English, he doesn’t teach only a
language, he teacher the English culture, and that cannot be
separated.

“The mediocre teacher tells.


The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires”

29
-William Arthur Ward-
8.- REFERENCES

• Keller, J. (1987). Development and use of the ARCS model of


instructional design.
• Journal of Instructional Development, 10(3), 2-10.
• Helgesen, M. & Brown, S. (1994) Active listening: Building skills for
understanding. Melbourne: Cambridge University Press.
• Richards, J. C., Platt, J., & Platt, H. (1992) Dictionary of language
teaching & applied linguistics (2nd ed.). Essex: Longman.
• The Internet TESL Journal, Vol. V, No. 4, April 1999,
http://iteslj.org/Articles/Snell-Interaction.html
• Robert Harris, March 2, 1991. From:
http://www.virtualsalt.com/motivate.htm
• COLMAN, A. (2006) Dictionary of Psychology. 2nd ed. Oxford
University press.
• Lile, W. (2002) Motivation in the ESL Classroom. Nagoya
International Senior High School. From
http://iteslj.org/Techniques/Lile-Motivation.html
Harris, R. (1991). Some Ideas for Motivating Students. From
http://www.virtualsalt.com/motivate.htm
Norris-Holt, J. (2001) Motivation as a Contributing Factor in Second
Language Acquisition. From http://iteslj.org/Articles/Norris-
Motivation.html

30
Thanasoulas, D. (2002) Motivation and Motivating in the Foreign
Language Classroom. From http://iteslj.org/Articles/Thanasoulas-
Motivation.html

Wikipedia, the free enciclopedia, Second Language Acquisition. From


http://en.wikipedia.org/wiki/Second_language_acquisition#Input_a
nd_intake

• Reference Answers. From http://answers.com

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