Volume 13 Issue 3
An Analysis of a Hypothesized Model of EFL Students’ Motivation Based on Self-Determination Theory
The present study focuses explicitly on how the three psychological needs of Self-Determination Theory (SDT) autonomy, relatedness and competence were determinants of the intrinsic motivation of two groups of students: 203 English majors and 82 business majors. Since intrinsic motivation is an independent pole in which all three psychological needs have strong relationships, and demonstrates the most autonomous conditions on the intrinsic/extrinsic motivation continuum in SDT, this study explicitly focused on intrinsic motivation.
Motivation and EFL University Students in North-East Asia
How can instructors motivate Asian university students in their EFL classrooms? One way is to ask the students directly about their preferences and other motivational factors through survey questionnaires and follow up assessments by the students. Is there a difference in motivation between the cultures of North-East Asia? Does the motivation vary when other group factors are considered? To answer these questions, a survey questionnaire was given to university EFL students in Korea, China, and Japan (669 questionnaires in total).
Investigating the Use of Cohesive Devices by Chinese EFL Learners
This study investigated cohesive errors in expository compositions of People Republic of China (PRC) students, who were learning English as a foreign language in a university in Singapore. It was based upon an error analysis paradigm and Halliday and Hasan‘s (1976) cohesion framework and taxonomy. The purpose was to illuminate the students‘ difficulties in using cohesion by examining the cohesive errors quantitatively and qualitatively.
