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Pedagogical intervention to enhance self-determined forms of L2 motivation: Applying self-determination theory in the Japanese University EFL context
http://hdl.handle.net/10112/11409
http://hdl.handle.net/10112/11409c2c9caa3-92df-4cff-a18a-3e4c9457076f
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KU-1100-20170000-00.pdf (5.4 MB)
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| Item type | 学術雑誌論文 / Journal Article(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2017-08-28 | |||||
| タイトル | ||||||
| タイトル | Pedagogical intervention to enhance self-determined forms of L2 motivation: Applying self-determination theory in the Japanese University EFL context | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | journal article | |||||
| 著者 |
阿川, 敏恵
× 阿川, 敏恵× 竹内, 理 |
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| 概要 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | The primary objective of this paper is to investigate the influence of pedagogical intervention on the L2 motivation of Japanese university students. It consequently examines the sensitivity of the new questionnaire developed by Agawa and Takeuchi (2016c). A quasi-experimental study was conducted to compare two types of instructions: conventional instructions used in test-preparation courses (contrast group [CG]) and instructions based on self-determination theory (SDT) (treatment group [TG]). In the CG, 23 students worked on tasks similar to TOEFL and IELTS questions. In the TG, 24 students received instructions designed to satisfy their needs for autonomy, competence, and relatedness. The newly developed questionnaire based on SDT was conducted at the beginning and end of the academic year. The results indicated that, in the TG, the students' needs were more satisfied after the intervention. They also showed that, after the treatment period, their self-determined forms of motivation significantly increased. Meanwhile, in the CG, neither the degree of students' needs satisfaction nor motivation intensity showed a significant difference. These results suggest that fulfilling the needs could help enhance Japanese EFL learners' motivation. The results also demonstrate the sensitivity of the new questionnaire in measuring changes in the needs fulfillment degrees and L2 motivation intensities among Japanese university students. | |||||
| 内容記述 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | This work was partially supported by JSPS KAKENHI Grant Number 26370705. | |||||
| 書誌情報 |
en : Language Education & Technology 巻 54, p. 135-166, 発行日 2017 |
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| ISSN | ||||||
| 収録物識別子タイプ | PISSN | |||||
| 収録物識別子 | 21857792 | |||||
| 書誌レコードID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AA11577049 | |||||
| 著者版フラグ | ||||||
| 出版タイプ | VoR | |||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||
| 出版者 | ||||||
| 出版者 | The Japan Association for Language Education and Technology (LET) | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | L2 motivation | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Japanese university EFL context | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | pedagogical intervention | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | self-determination theory | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | new questionnaire | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | 関西大学 | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Kansai University | |||||
| 出版者（他言語） | ||||||
| 値 | 外国語教育メディア学会 | |||||
