Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.518771
Title: Motivation in context : an action research study in Singapore
Author: Hames, Tanya Alexandra Crichton
Awarding Body: Durham University
Current Institution: Durham University
Date of Award: 2008
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Abstract:
This research draws upon the dominant social psychological tradition of Gardner and associates,to examine how L2 motivation played out over time, in relation to the teaching of English, (an L2)1, to non-native speakers. In order to investigate classroom-based fluctuations in motivation over time, a form of action research was utilised, involving two phases. Comparisons, and contrasts were made between two different sets of participants, in the same Grade level, and within the same school context. An experimental approach to data collection was adopted, in which the first phase of research tested, and trialled a wide range of data collection techniques, including questionnaires, interviews, journals, field-notes, stimulated-recall interviews, and the examination of course documentation. The use of these was refined for the second phase, which adopted the use of a questionnaire, student essays, journals, field-notes, and the examination of course documentation. This investigation added to the body of knowledge about L2 motivation by: " highlighting some differences between the "predecisional" stage, (the sets of beliefs, and values), and the "postdecisional" stage of L2 motivation,(engagement), in context. " illuminating how motivation in the situation-specific context is not stable, but dynamic. " showing what key positive, and negative influences were perceived by the students, as impacting upon them, over time. " pinpointing the underlying reasons why motivation fluctuated in the L2 classrooms, thus pointing to ways by which the motivational quality of the learning experience might be improved. " highlighting some key methodological difficulties in respect of the use of traditional L2 self-report measures. In sum, this investigation showed that teachers can not only conduct research about key motivational issues, (research-oriented), but also use that knowledge to refine, and improve their own professional practice, (action-oriented), and thus make minor, yet significant differences, to many L2 learners' future life-chances.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.518771  DOI: Not available
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