On the Possible Interactions of Varied EFL Activities and Learning Styles with EFL Students' Motivational Changes

Autor/inn/en	Kruk, Mariusz; Zawodniak, Joanna
Titel	On the Possible Interactions of Varied EFL Activities and Learning Styles with EFL Students' Motivational Changes
Quelle	In: Innovation in Language Learning and Teaching, 13 (2019) 2, S.178-193 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kruk, Mariusz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2017.1420654
Schlagwörter	Cognitive Style; English (Second Language); Second Language Learning; Second Language Instruction; Linguistics; Learning Activities; Learning Motivation; Preferences; Teaching Methods; Sociocultural Patterns; Systems Approach; Advanced Students; Undergraduate Students; Majors (Students); Student Attitudes; Student Participation; Measures (Individuals); Student Motivation + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Linguistik; Lernaktivität; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Soziokulturelle Theorie; Systemischer Ansatz; Fortgeschrittener; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Messdaten; Schulische Motivation
Abstract	L2 classroom is a place and process that undergoes an array of incessant and concurrent changes affecting its main agents, i.e. the teacher and students in a non-linear and unpredictable manner. Various aspects of their cognitive and affective potential fluctuate and intensify or weaken depending on what is going on in a particular L2 learning/teaching environment at a particular point of time. The present paper, drawing on the idea of complexity, multifariousness and spatiotemporal situatedness of a language classroom, is intended to examine the likelihood and dynamics of the reciprocal co-occurrence of a range of practical English learning activities, learning styles and changes in motivation. In the first, theoretical part the authors will present literature review with a special regard to the complex dynamic systems perspective on motivation. The second part is devoted to a discussion of findings from the qualitatively and quantitatively oriented research conducted on two groups of English philology students. Data gathering instruments included the questionnaires investigating the subjects' while-class and after-class involvement, the learning style survey, the teacher's evaluation of conducted classes and participant observation. Obtained results revealed certain patterns of motivational variability in relation to the students' general learning preferences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01