The aim of the current review of literature is to explore and address through various academic studies this particular guiding question: “what motivational factors facilitate or hinder student performance in the process of EFL learning?”…
The importance of the topic on determining diverse motivational factors that influence academic learning in the EFL environment is to enable educators to apply best practices in contemporary setting. Most of the studies encountered acknowledged the importance of motivation in Second Language Acquisition (SLA). Some studies discussed and proposed different motivational approaches, ranging from group processes (group norms and cohesiveness); focusing on the teachers’ instructional style and the educators’ ability to creatively provide examples that are vivid and acclimatized to local settings; and also instructional interventions applied by educators in conjunction with self-regulating strategies applied by learners. There are studies that aimed to determine the effectiveness of the motivational strategies in enhancing the academic performance and understanding of ESL students. One would like to determine if these factors were effectively used by teachers in designing motivational strategies. If so, were performance evaluation or monitoring measures been implemented to gauge the effectiveness of these strategies in creating a conducing learning environment for ESL learners. The articles reviewed were published within the last seven years where one study, Chen, Warden, & Chang was the oldest, published in 2005; followed by Lamb’s article which was published in 2007; Guilloteaux & Dornyei in 2008; and finally, two articles that were covered in the review were published in 2010: Chang and Wong....
C. Goal of the Review The overall goal of the review, therefore, is to add new factors that have been deemed instrumental in motivating ESL learners to manifest enhanced performance within contemporary setting. From the authoritative sources that have been evaluated, one recognized the value of incorporating culture, or specifically birthplace differences (Wong, 2010); acclimatizing examples used to local settings (Lamb, 2007); and even differentiating three distinct motivation orientations (instrumental, required, and integrative) where “integration may not be a significant factor in motivating language learning effort” (Chen, Warden, & Chang, 2005, p. 622) within the Chinese cultural context. With increased universality of recognizing diversity in culture and in emphasizing the need to integrate factors that have been proven to be motivating and improving the learning environment, the current literature review would present these findings for future applicability. II. Method Section A. Years Covered The articles reviewed were published within the last seven years where one study, Chen, Warden, & Chang was the oldest, published in 2005; followed by Lamb’s article which was published in 2007; Guilloteaux & Dornyei in 2008; and finally, two articles that were covered in the review were published in 2010: Chang and Wong. B. Preliminary Sources Used to Locate the Studies These sources were all searched from the TESOL Quarterly (four articles) and TESOL Journal (one article). The TESOL Quarterly is explicitly described as “a refereed professional journal, fosters inquiry into English language teaching and learning by providing a forum for TESOL professionals to share their research ...
Cite this document
(“What motivational factors facilitate or hinder student performance in Essay”, n.d.)
Retrieved from https://studentshare.net/education/7001-what-motivational-factors-facilitate-or-hinder-student-performance-in-the-process-of-efl-learning
(What Motivational Factors Facilitate or Hinder Student Performance in Essay)
“What Motivational Factors Facilitate or Hinder Student Performance in Essay”, n.d. https://studentshare.net/education/7001-what-motivational-factors-facilitate-or-hinder-student-performance-in-the-process-of-efl-learning.
Therefore, implementation of sufficient motivation techniques helps individuals to enhance performance and commitments. Experts in the field of management describe various strategies and techniques for motivating their employee .It are noteworthy to mention that a good listener can show the performance of a good motivator.
Educators have been apprised of various techniques and styles in motivating students starting from being aware of and recognizing their motives in order to guide, lead, and direct them properly. As such, academicians have acknowledged that the dynamics of behavior is indeed a very challenging area to unravel and, if properly handled, would assist in the students’ abilities to absorb learning in ways that are relayed to be positive, imbibing and enriching the lives of both the educators and the students alike.
If assessments showed wide-ranging weaknesses in internalizing learning, this reflected poorly on the students, not the teacher nor her methods. Researchers have since discovered that the traditional teacher-centered approach to learning neglected many of the psychological theories which now impact the process of teaching and learning.
The subject chosen was the result of the student voicing that they felt they had previously received inadequate teaching. Lack of continuity reduces student's competence and confidence in skills they require (O'Flanagan 2002). The student used her own observation and interpretation to perform the skill prior to the reteaching.
A study conducted by Janz, et al (2006) shows how autonomy, interdependence, and team development along with process and contextual variables were interlinked to the effectiveness of teams of knowledge workers, indicating a close connection among the mentioned elements in order for workers' productivity to take place.
According to the essay human learning occurs as a part of education or personal progression. The learning may be goal oriented and in other cases may be aided by motivation. It may occur as a result of habituation or classical conditioning as is the case in many animal species and human beings. It may also occur consciously or unconsciously.
One of the mostly used strategies by students in learning English as a Foreign Language (EFL) in China is competitions. Many students in china enter in competitions, which they compete in, tested on English language (Lee, 2006). They
This paper gives information that in the Kingdom of Saudi Arabia it is believed that ‘no Arabic rule’ would facilitate English language learning conditions. Students are prohibited from the use of L1 in everyday classroom activities, as the teachers and proponents of this rule believe that the active use of L1 may inhibit learning with L2 as the medium.
Examples of students’ conflict include; drugs, disagreements, and drop outs (Morrissette, 2001). The aim of this academic paper is to illustrate realities of conflict in the classroom environment, and describe strategies for minimizing its occurrence, or
I can confidently state that I met more than three-course objectives that the program expected. In this text, I will discuss three of these objectives and how I managed to attain them.
Firstly, the third objective of
2 Pages(500 words)Essay
GOT A TRICKY QUESTION? RECEIVE AN ANSWER FROM STUDENTS LIKE YOU!
Let us find you another Essay on topic What motivational factors facilitate or hinder student performance in the process of EFL learning for FREE!