Group Processes and EFL Learners Motivation - Essay Example

Research Article Analytical Framework ENGL 781/881 Introduction to Research in TESOL Dr. Sedef Smith Research Article Analytical Framework The question guiding my literature review is: How crucial is cultural orientation in defining the motivational strategy to be designed by educators? Likewise, how effective are these strategies in enhancing ESL learning on a cultural context? Article# 1 citation: Chen, J., Warden, C., & Chang, H. (2005). Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation. TESOL Quarterly, Vol. 39, No. 4, 609-633. Research question(s) OR Purpose of the study: The research questions are disclosed as follows: “(1) which motivation orientation will have the strongest relationship to self-evaluated skill for Taiwan respondents? (2) Do perceived levels of past and future expectancy mediate the relationship between motivation orientations and self-evaluated skill for Taiwan respondents” (Chen, Warden, & Chang, 2005, p. 614) Context for study: The researchers conducted the study in Taiwan. Participants: 648 Taiwanese respondents from ages ranging from 15 to 40 years old with various demographic factors, where 567 respondents duly completed the survey and comprised 88% completion rate. Data Sources: The researchers analyzed three motivation orientations (instrumental, required, and integrative) during preactional phase, in relation to expectancy (actional phase) and finally, self-evaluation in postactional phase. Major findings: The results revealed that “within the EFL context in the current Chinese cultural environment, integration may not be a significant factor in motivating language learning effort” (Chen, Warden, & Chang, 2005, p. 622). Questions OR comments about credibility of study results or pedagogical applications: The authors have illumined ESL educators of the relevance of cultural factors in motivating foreign students to learn English. As revealed, there is this noted Chinese Imperative motivator, which the authors indicated as “reflecting the emphasis on requirements that are internalized within the culturally specific context” (Chen, Warden, & Chang, 2005, p. 623). The emphasis placed on generating high scores in ESL exams to conform to the expectations of parents are the most crucial measure of a return on investment for learning English and has been recognized as the motivating factor for this particular culture. Relevance to your review: This study is relevant in one’s review particularly because it identified a cultural factor that assists in determining how students from other cultures could be motivated to learn ESL. One would thereby evaluate if this cultural preferences for high scores in the exams could be used to motivate ESL students in other cultures as a means to facilitate learning. The question guiding my literature review is: How crucial is cultural orientation in defining the motivational strategy to be designed by educators? Likewise, how effective are these strategies in enhancing ESL learning on a cultural context? Article# 2 citation: Lamb, M. (2007). The Impact of School on EFL Learning Motivation: An Indonesian Case Study. TESOL Quarterly, Vol. 41, No. 4, 757-780. Research question(s) OR Purpose of the study: The author aimed to determine “the motivation of Indonesian adolescents toward learning English over the first 20 months of junior high school” (Lamb, 2007, p. 757). Context for study: The researcher conducted the study at a junior high school in Indonesia. Participants: The participants in the study were 12 English learners from the junior high school in Indonesia. Data Sources: Through employing mixed methods of questionnaires and interviews, the researcher analyzed “students attitudes toward school English lessons, satisfaction with progress, expectations of success, degree of importance, reasons for studying it, level and type of English learning and use outside of school, and future ambitions” (Lamb, 2007, p. 762). Major findings: The findings revealed that motivational factors of participants over the period covered manifested diverse outcomes in terms of declining enthusiasm for ESL learning within the classroom setting but sustaining positive drives within a more informal learning environment. Questions OR comments about credibility of study results or pedagogical applications: The author indicated that “the stability of their motivation may be partly the product of self-identification processes encouraged by their relatively advantaged sociocultural background and economic circumstances” (Lamb, 2007, p. 775). There were noted contributory motivational factors such as the teachers’ instructional style and the educators’ ability to creatively provide examples that are vivid and acclimatized to local settings which are valid inputs for future applications. Relevance to your review: The article provides motivational factors that both facilitate and inhibit learning ESL in an Indonesian setting; and could thereby be evaluated in terms of applicability to a more universal learning environment. The question guiding my literature review is: How crucial is cultural orientation in defining the motivational strategy to be designed by educators? Likewise, how effective are these strategies in enhancing ESL learning on a cultural context? Article# 3 citation: Guilloteaux, M., & Dornyei, Z. (2008). Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, Vol. 42, No. 1, 55-77. Research question(s) OR Purpose of the study: The authors aimed to establish the direct link between the motivational approaches in educators’ applied teaching styles vis-à-vis the motivating factors that enhances students’ learning in South Korea. Context for study: The researchers conducted the study in 20 schools in South Korea. Participants: The participants were 27 language teachers and 1,381 students in 40 classes. Data Sources: The researchers used three different instruments: the observation in the classroom setting; questionnaire directed to the students; and a teacher evaluation after the lesson. A total of 25 observational variables related to motivation in teaching practices which were correlated with students’ motivational state (attitudes towards the course, linguistic self-confidence, and second language-classroom anxiety). Major findings: The findings revealed that teacher’s motivational practice directly influences the level of motivational drives to learn in second language classroom settings in South Korea. Questions OR comments about credibility of study results or pedagogical applications: One was particularly impressed by the comprehensiveness of the research variables and methodologies used to establish the link between teachers’ motivational strategies and their direct impact on improving students’ learning in second language courses. As briefly discussed, the implications for further studies should validate if the results are likewise applicable in other cultural contexts, outside the South Korean setting. Relevance to your review: The current article would be beneficial in one’s literature review as it provided and enumerated various observational variables that accurately measure the teachers’ motivational practice. In so doing, clearly identified strategies could be included in one’s recommendations for the design and implementation of motivational schemes with culture as an integrating factor. The question guiding my literature review is: How crucial is cultural orientation in defining the motivational strategy to be designed by educators? Likewise, how effective are these strategies in enhancing ESL learning on a cultural context? Article# 4 citation: Chang, L. (2010). Group Processes and EFL Learners’ Motivation: A Study of Group Dynamics in EFL Classrooms. TESOL Quarterly, Vol. 44, No. 1, 129-155. Research question(s) OR Purpose of the study: The author aimed to determine how group dynamics and group cohesiveness influence motivation in the learning environment of EFL students, specifically using the following research questions: "(10 Do these four class groups have different levels of group processes (group cohesiveness, norms) and L2 motivation (self-efficacy and autonomy)? (2) Do group cohesiveness and group norms correlate with self-efficacy, and autonomy?” (Chang, 2010, p. 135) Context for study: The study was conducted in universities in Taiwan. Participants: There were 152 identified English students from universities in Taiwan who participated in the study. Data Sources: Using survey and interview, the researcher analyzed factors such as group cohesiveness and group norms significantly affect a student’s learning for second language in terms of self-efficacy and learner autonomy. Major findings: The findings indicated that the more cohesive and supportive group members are, the more motivated are individual members in learning a second language. On the contrary, “a bad group could negatively affect their learning enthusiasm” (Chang, 2010, p. 149) Questions OR comments about credibility of study results or pedagogical applications: One strongly believes that the study provided crucial information of using the group as a motivating factor in ESL learning environments. As this study was conducted in Taiwan, with mostly Taiwanese students comprising the group, this study would be interesting to be conducted in the US where ESL classes could include people from diverse cultural orientations. Relevance to your review: The article is relevant in terms of identifying the group as an incentive for enhancing learning within the ESL setting. The role that culture plays is more magnified, as in the article, the group members were predominantly composed of Taiwanese students. One would be most interested to determine if the same would be true for groups formed with different students from diverse cultural backgrounds. The question guiding my literature review is: How crucial is cultural orientation in defining the motivational strategy to be designed by educators? Likewise, how effective are these strategies in enhancing ESL learning on a cultural context? Article# 5 citation: Wong, R. (2010). Mainland Students Learning English in Hong Kong: Does Place-of-origin Affect Motivation? TESOL Journal, Vol. 2, 109-129. Research question(s) OR Purpose of the study: The author clearly stipulated the purpose of the study is “to examine whether birthplace differences affect the motivation of Chinese immigrants in Hong Kong compared to local students, and whether the pattern of differences varies by birthplace with Mainland China” (Wong, 2010, p. 110). Context for study: The researcher conducted the study in Hong Kong and Mainland China. Participants: The participants in the study were comprised of Hong Kong and Mainland Chinese secondary school students totaling 109. Data Sources: The researcher used both questionnaires and interviews to solicit the needed data in terms of the impact of place of birth in learning English where motivation dimensions of language level, learner level and learning situation level were evaluated. Major findings: The findings revealed that Hong Kong (HK) students were found to be more strongly motivated to learn English when compared to students from Mainland China (MC). As emphasized, “HK students were also more receptive to the influence of teachers, peers and parents. As for MC students, culture and the English course itself were the motivating factors having more significant influence” (Wong, 2010, p. 121). Questions OR comments about credibility of study results or pedagogical applications: The study provided and validated the crucial role of place of birth (or cultural orientation) as motivating factor in learning a second language. Likewise, the author effectively provided guidance for teachers in terms of improving the learning environment of students with diverse cultural backgrounds which is commendable and beneficial for educators. Relevance to your review: This study is most relevant in the current literature review as it highlighted the role that culture (particularly place of birth) plays in motivating ESL students. The identified motivational components, including parent specific and culture specific motivational components would assist in providing appropriate instructional designs for culturally diverse students within the ESL learning environment. References Chang, L. (2010). Group Processes and EFL Learners’ Motivation: A Study of Group Dynamics in EFL Classrooms. TESOL Quarterly, Vol. 44, No. 1, 129-155. Chen, J., Warden, C., & Chang, H. (2005). Motivators That Do Not Motivate: The Case of Chinese EFL Learners and the Influence of Culture on Motivation. TESOL Quarterly, Vol. 39, No. 4, 609-633. Guilloteaux, M., & Dornyei, Z. (2008). Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL Quarterly, Vol. 42, No. 1, 55-77. Lamb, M. (2007). The Impact of School on EFL Learning Motivation: An Indonesian Case Study. TESOL Quarterly, Vol. 41, No. 4, 757-780. Wong, R. (2010). Mainland Students Learning English in Hong Kong: Does Place-of-origin Affect Motivation? TESOL Journal, Vol. 2, 109-129. Read More