Exploring the Effects of Learner Training on Motivation

| July 1, 2009
Title
Exploring the Effects of Learner Training on Motivation

Keywords: learner training, metacognition, motivation, intrinsic/extrinsic motivation

Authors
Nalan Bayraktar Balkir and Ece Zehir Topkaya
i‡anakkale Onsekiz Mart University, Turkey
p.chamcharatsri@iup.ed

Bio
Nalan Bayraktar Balkir has taught EFL for over nine years in istanbul and i‡anakkale in Turkey. At present she is teaching at the Preparatory School of English at i‡anakkale Onsekiz Mart University. She holds an MA in ELT from the same university. Her main research interests include psychology of learning, learner-training and vocabulary teaching.

Ece Zehir Topkaya is an assistant professor in the Department of English Language Teaching at i‡anakkale Onsekiz Mart University, Turkey. She holds a PhD (TEFL) from Dokuz Eyli¼l University, Turkey. Her research interests include psychology of learning and pre- and in-service teacher education.

Abstract
This study was implemented in order to investigate the effects of a learner training programme on learners motivation in learning English. The study, which adopted the pre-experimental study design, was carried out with 30 participants studying in Compulsory and Voluntary English Preparatory Programme at i‡anakkale Onsekiz Mart University, Turkey in 2005-2006 academic year. The data were collected by means of quantitative and qualitative research techniques. Pre-tests and post-tests (questionnaires) given before and after learner training sessions were quantitative in nature; and a qualitative approach was adopted for the follow-up interview. The results of quantitative findings revealed that there was not a significant difference in learners overall motivation after the treatment. However, the analysis of qualitative findings from the interview indicated that a reasonable level of increase in learners motivation occurred. Furthermore, learners metacognition turned out to be developed. Finally, no notable differences between intrinsic and extrinsic motivation, and between female and male students motivation were detected. This study concludes that learner training activities have resulted in a moderate increase in learners motivational level and enhanced metacognition. In the light of these findings, this study draws attention to the importance of learner training in foreign language learning and points to some methodological and pedagogical implications. Finally, it offers some suggestions for further research.

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See pages: 1-29

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Category: Teaching Articles, Volume 37