The Effects of L2 Pragmatic Autonomous and Controlled Motivations on Engagement with Pragmatic Aspect

Autor/inn/en	Sanjaya, I Nyoman Suka; Sitawati, Anak Agung Raka; Suciani, Ni Ketut; Putra, I Made Ardana; Yudistira, Cokorda Gede Putra
Titel	The Effects of L2 Pragmatic Autonomous and Controlled Motivations on Engagement with Pragmatic Aspect
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 33 (2022) 1, S.148-172 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
DOI	10.15639/teflinjournal.v33i1/148-172
Schlagwörter	Likert Scales; Learning Motivation; Second Language Learning; Second Language Instruction; Pragmatics; Learner Engagement; Student Motivation; Correlation; Self Determination; Learning Theories; Student Attitudes; Independent Study; English (Second Language); Undergraduate Students; Indonesian; Native Language; Foreign Countries; International Trade; Business Administration Education; Language Tests; International English Language Testing System + Suchen Sie Ihr Suchwort? Likert-Skala; Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; Pragmalinguistik; Schulische Motivation; Korrelation; Selbstbestimmung; Learning theory; Lerntheorie; Schülerverhalten; Selbststudium; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Trade; International relations; Handel; Internationale Beziehungen; Language test; Sprachtest; Language tests; Englisch
Abstract	No study has investigated the relationship between student engagement per se and student motivation within second language (L2) pragmatics, notwithstanding the significance of engagement for L2 learning. The present study aimed to explore the effects of two global motivational orientations (autonomous and controlled motivations) on behavioral engagement within the perspective of L2 pragmatics by drawing on self-determination theory. A total of 76 college students agreed to participate and were requested to fill out a tailor-made, 34-item, 6-point Likert-scale questionnaire. The results of data analysis using standard multiple linear regression revealed that both Autonomous and Controlled Motivations significantly predicted and explained a large amount of variance in Engagement, F(2, 71) = 161.28, p < 0.01, R[superscript 2] = 0.82, adjusted R[superscript 2] = 0.81, and that the effect of Controlled Motivation, B = 0.33, t(71) = 8.05, p < 0.01, was twice as large as that of Autonomous Motivation, B = 0.16, t(71) = 4.91, p < 0.01. These findings indicate that students' controlled motivation is more powerful in enhancing their engagement in learning L2 pragmatics. Pedagogically, it implies that teachers should bolster students' motivation to learn L2 pragmatics, which can eventually lead to their increased engagement. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01