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Facilitating EFL learners' self-regulation in reading : implementing a metacognitive approach in an Indonesian higher education context
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In: Theses (2013)
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A model of motivation for extensive reading in Japanese as a foreign language
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Self-regulation in EFL writing composition: from private speech to the triadic system
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85 |
The Effects of Tools of the Mind on Math and Reading Scores In Kindergarten
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In: Open Access Dissertations (2013)
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Apprendre une langue : les enjeux du « jeu intérieur »
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In: Langages, N 192, 4, 2013-12-01, pp.119-130 (2013)
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Using Online Video Scribed Animation to Teach Writing Self-regulation
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СИСТЕМНО-ЭВОЛЮЦИОННАЯ ПАРАДИГМА И УПРАВЛЕНИЕ ЭКОНОМИЧЕСКОЙ ДЕЯТЕЛЬНОСТЬЮ
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ФОКИНА ЗОЯ ТИТОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Национальный исследовательский Московский государственный строительный университет», 2012
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Effect of Teacher-Child Interactions on Low-Income Children's Early Self-Regulation Development
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In: Hong, Sandra Lynn. (2012). Effect of Teacher-Child Interactions on Low-Income Children's Early Self-Regulation Development. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/06z8x5t7 (2012)
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Emotional and cognitive processing of narratives and individual appraisal styles: recruitment of cognitive control networks vs. modulation of deactivations ...
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Alternative models of self-regulation and implications for L2 strategy research
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In: English Publications (2012)
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Praktiken des Bloggens im Spannungsfeld von Demokratie und Kontrolle
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In: kommunikation @ gesellschaft ; 6 ; 20 (2012)
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Getting What You Want: Power Increases the Accessibility of Active Goals
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: Elsevier, 2012
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Using Voice-Recording Technology to Investigate the Contributions of Mothers' Management Language to Children's Executive Functions.
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Contemplative Education: How Contemplative Practices Can Support and Improve Education
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In: Master's Capstone Projects (2012)
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Self-regulation in English Language Learning: Case Studies of Six Malaysian Undergraduates
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Systematische psychologisch-diagnostische Gesprächsführung und Verhaltensbeobachtung zur Erfassung leistungsrelevanter Arbeitshaltungen
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A cross cultural investigation of cognitive, metacognitive and motivational factors affecting student achievement
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Effects of self-regulation on science vocabulary acquisition of third grade English language learners
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Factors affecting the motivation of Vietnamese technical English majors in their English studies
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Abstract:
Drawing from self-determination theory as the main theoretical framework, this study investigated the motivation of Vietnamese technical English majors in their English studies and the influences that impacted on their motivation. The topic germinated from the researcher’s personal experiences as an English major and EFL teacher in Vietnam, and from the scant research on Vietnamese EFL learners’ motivation in learning the English language. The thesis addresses three research questions: (1) Are Vietnamese technical English majors intrinsically motivated in their English studies? (2) What other types of motivation do these research participants have in their English studies? (3) What are the influences on Vietnamese technical English majors’ motivation to learn the English language? The thesis data were collected from seven Vietnamese technical English majors, and eight of their teachers of English over the course of ten months. From the perspective of a qualitative case study approach, several data collection methods were utilized: semi-structured interviews, and students’ weekly diaries. Semi-structured interviews were conducted four times with students and once with their teachers. Students’ diary-writing activities were conducted over the course of a three-month semester. The thesis data were further enriched by extensive email exchanges with both students and their teachers. Using grounded theory (Corbin & Strauss, 2008; Strauss & Corbin, 1998), the process of data analysis identified three main sources of influence on students’ motivation to learn the English language: Influence of the perceived values of English knowledge; influence related to the English educational environment; and influence of family and social networks. The main arguments were centred around several points: (a) Vietnamese technical English majors were intrinsically motivated to learn the English language; (b) Most of the time, other types of motivation overrode the students’ intrinsic motivation; (c) Students’ motivation was influenced by inter-cultural contact with the target language and its communities, and specific Vietnamese cultural practices. The study findings imply that simply applying a Western-designed theory of motivation to the Vietnamese context, without taking into account the social and cultural values practised in that context, would most likely lead to an inappropriate application, and even misinterpretation of, the motivation and learning approaches of Vietnamese students. The findings also suggest some pedagogical recommendations for the students’ teachers. For example, teachers should create opportunities in which students’ need for autonomy, competence and relatedness are met. Finally, the study also suggests directions for future research, for example research on the impact of cultural values on Vietnamese students’ motivation.
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Keyword:
diaries; English language; external regulation; identified regulation; instrumental motivation; intercultural contact; internalized motivation; interviews; intrinsic motivation; introjected regulation; motivation; qualitative research; self-determination theory; Vietnamese; Vietnamese cultural practices
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URL: http://hdl.handle.net/10523/652
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