From Motivation to Successful Learning: Needs Analysis for Effective Teaching

Autor/in	Sieglová, Dagmar
Titel	From Motivation to Successful Learning: Needs Analysis for Effective Teaching
Quelle	In: Language Learning in Higher Education, 9 (2019) 2, S.429-443 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2019-0023
Schlagwörter	Needs Assessment; Student Motivation; Foreign Countries; College Students; Student Attitudes; Second Language Learning; Second Language Instruction; Learning Motivation; Individual Development; Academic Achievement; Student Interests; Psychological Patterns; Decision Making; Self Determination; Values; Motivation Techniques; Teaching Methods; Instructional Effectiveness; Czech Republic + Suchen Sie Ihr Suchwort? Bedarfsermittlung; Schulische Motivation; Ausland; Collegestudent; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Motivation for studies; Lernmotivation; Individuelle Entwicklung; Schulleistung; Studieninteresse; Decision-making; Entscheidungsfindung; Selbstbestimmung; Wertbegriff; Motivationsförderung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Tschechische Republik
Abstract	This contribution explores motivational factors from the perspective of students in order to design an effective approach to teaching. Its purpose is twofold. First, it pinpoints findings from a student needs analysis regarding their learning in relation to today's teaching reality. Second, the findings serve as the basis for proposing a corresponding set of tools to implement an effective approach to teaching. The student needs analysis was conducted at the Škoda Auto University in Mladá Boleslav, Czech Republic, originally pursuing students' motivation in language learning. The data disclosed rich information about student learning sentiments and motivation, suggesting that it is internal rather than external drives that play a key role in their determination to learn. These include a desire for self-advancement, challenge, achievement, or success, as well as a need to link the content of learning with internal feelings, interests, and experiences. The set of methods described in the subsequent part of the study are designed for the initiation of each lesson or opening a new topic, a phase during which students become motivated and make internal decisions about the degree of involvement with the subject. Linked to the findings from the research, they help teachers to welcome students' perspectives and autonomy, tapping into their feelings, ideas, or personal experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01