Motivation and Attitude as the Fuel to Develop English Language Classroom Activities: A Self-Determination Study

Main Article Content

Yendli Soranny Molina-Leal
Paola Lizeth Peña-Cerón

Abstract

This research study assesses the levels of attitude and motivation that tenth-grade students manifest during English Language classroom activities. The study follows the Self Determination Theory to analyze these students’ levels of attitude and motivation in the classroom activities proposed by an English Language teacher at a public school in Bogotá. Findings demonstrate that there are four different types of activities presented and developed by the participating teacher. The students express their levels of motivation with a high percentage in perceived competence, and their levels of negative attitude with a low percentage in pressure and tension. An emergent result displays teachers’ imposition, students’ attention, and obtaining rewards or punishments during the classroom activities process.

Article Details

How to Cite
Molina-Leal, Y. S., & Peña-Cerón, P. L. (2020). Motivation and Attitude as the Fuel to Develop English Language Classroom Activities: A Self-Determination Study. HOW Journal, 27(2), 73-92. https://doi.org/10.19183/how.27.2.557
Section
Research Reports
Author Biographies

Yendli Soranny Molina-Leal

Yendli Soranny Molina Leal holds a BA in Modern Languages from La Salle University, Bogotá, Colombia. She currently studies an MA in Didactic of Languages at the same university. She has worked as an English language teacher at preschool, elementary, and secondary level.

Paola Lizeth Peña-Cerón

Paola Lizeth Peña Cerón holds a BA in Modern Languages from La Salle University, Bogotá, Colombia. Currently, she works at an English and French language academy with students from 11 to 60 years old. 

References

Bastidas, J. A. (2017). More than half a century teaching EFL in Colombia secondary schools: Tracing back our footprints to understand the present. HOW Journal, 24(1), 10-26.
Behares, L. (2004). Enseñanza-Aprendizaje revisitados. Un análisis de la ‘fantasía’ didáctica. In L. Behares, Didáctica Mínima. Los Acontecimientos del Saber (pp. 11-30). Psicolibros Waslala.
Brown, D. (2000). Principles of language learning and teaching. Longman.
Cadavid Múnera, I., McNulty, M., & Quinchía Ortiz, D. (2004). Elementary English language instruction: Colombian teachers’ classroom practices. Profile: Issues in Teachers´ Professional Development, 5(1), 37-55.
Collazos, C., Guerrero, L., & Vergara, A. (2001). Aprendizaje colaborativo: Un cambio en el rol del profesor. Proceedings of the 3rd Workshop on Education on Computing, Punta Arenas, Chile.
Deci, E., & Ryan, R. (2008). Self-determination theory: A macrotheory of human motivation, Development, and Health. Canadian Psychology, 49(3), 182–185. https://doi.org/10.1037/a0012801
Deci, E., & Ryan, R. (s. f.). Self-determination theory. An approach to human motivation and personality. http://selfdeterminationtheory.org/theory/.
Fandiño, Y. J. (2008). Action research on affective factors and language learning strategies: A pathway to critical reflection and teacher and learner autonomy. Profile: Issues in Teachers’ Professional Development, 10, 195-210.
García, A. (2013). Affective variables in foreign language acquisition: Motivation and anxiety (Degree thesis). Universidad de Cantabria, Santander, España.
Gardner, R., & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley. Newbury House.
González-Humanez, L., & Arias, N. (2009). Enhancing oral interaction in English as a foreign language through task-based learning activities. Latin American Journal of Content & Language Integrated Learning 2(2), 1-9.
Guvenc, H. (2017). Secondary school teachers’ classroom activities and their perceptions on effectiveness of the activity. Journal of education and practice, 106-114.
Guy, M., Cornick, J., & Beckford, I. (2015). More than math: On the affective domain in developmental mathematics. International journal for the scholarship of teaching and learning, 9(2), 1-5.
Henter, R. (2013). Affective factors involved in learning a foreign language. Procedia-social and behavioral sciences, 373-378.
Herazo-Rivera, J. (2010). Authentic oral interaction in the EFL class: What it means, what it does not. Profile: Issues in Teachers’ Professional Development 12(1), 47-61.
Kawulich, B. (2005). Participant observation as a data collection method. Forum: Qualitative Social Research, 6(2), Art. 43, 1-28.
Kiray, A., Gok, B., & Bozkir, S. (2015). Identifying the factors affecting science and mathematics achievement using data mining methods. Journal of Education in Science, Environment and Health (JESEH), 1(1), 28-48.
Lucero, E. (2015). Doing research on classroom interaction: Approaches, studies, and reasons. In W. Escobar & H. A. Castañeda-Peña (Eds.), Studies in discourse analysis in the Colombian context (pp. 85-113). Editorial El Bosque.
Mena, T. (2013). Factores afectivos que inciden en el aprendizaje de una lengua extranjera: la motivación. (Master degree dissertation). Universidad de Oviedo, España.
Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd Ed). Hodder Arnold.
National Curriculum - MEN (2016). Esquema curricular sugerido: Rutas metodológicas. (Report No 978-958-691-770-4) Bogota: Colombia. http://aprende.colombiaaprende.edu.co/sites/default/files/naspublic/Anexo%2012%20Esquema%20Curricular%20Espa.pdf
Núñez Pardo, A., & Téllez Téllez, M. (2009). ELT Materials: The key to fostering effective teaching and learning settings. Profile: Issues in Teachers´ Professional Development, 11(2), 171-186.
Samperio, N. (2017). Discovering students’ preference for classroom activities and teachers’ activity use. Colombian Applied Linguistics Journal, 19(1), 51-66.
Zhu, B., & Zhou, Y. (2012). A study on students’ affective factors in junior high school English teaching. The Canadian center of science and education, 5, 33-41.