Language Tests, Motivation, and Demotivation: A Complex Relationship

Autor/in	Keblawi, Faris
Titel	Language Tests, Motivation, and Demotivation: A Complex Relationship
Quelle	In: International Journal of Educational Methodology, 8 (2022) 4, S.699-709 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Keblawi, Faris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Language Tests; Student Motivation; Arabic; Second Language Learning; Motivation Techniques; Coping; High School Students + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Schulische Motivation; Arabisch; Zweitsprachenerwerb; Motivationsförderung; Bewältigung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Tests are an integral part of most formal language learning processes, exerting far-reaching effects on many aspects of language learning. Among other things, tests affect language learning motivation (LLM), an element that is fundamental to many learning contexts. However, little attention has been paid to how tests affect LLM and what the pedagogical implications may be. Using qualitative semi-structured interviews with 20 adolescent Arab learners, this study attempts to explore how and when tests can motivate or demotivate language learners. It also examines the main strategies learners deploy to cope with the demotivating experiences associated with test taking. The data suggest that tests have the potential to both motivate and demotivate learners before, during, and after taking a test. Additionally, the results reveal several strategies that learners employ to cope with demotivation. This leads to a discussion regarding pedagogical implications on how to effectively employ tests to increase learners' motivation and decrease their demotivation. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01