This study examines the correlations between types of motivation (intrinsic, extrinsic, and amotivation) and engagement in autonomous learning activities among Moroccan EFL university students. Conducted at Moulay Ismail University, the research surveyed 560 students using adapted versions of established motivational and autonomous learning questionnaires. Findings reveal a significant positive correlation between intrinsic motivation and the engagement in autonomous learning activities, suggesting that intrinsically motivated students are more likely to pursue activities that support language acquisition and independence. In contrast, extrinsic motivation was found to have a very weak negative correlation with autonomous learning, indicating its limited role in fostering learner autonomy. Amotivation showed a strong negative correlation with autonomous learning, underlining its adverse effect on students’ engagement and educational outcomes. The results emphasize the importance of enhancing intrinsic motivation and addressing amotivation to improve EFL learning experiences and outcomes.
{"title":"Intersections of Motivation and Autonomous Learning Activities Among Moroccan EFL University Students","authors":"Sarah Houssami, Driss Benattabou","doi":"10.48185/tts.v5i2.1194","DOIUrl":"https://doi.org/10.48185/tts.v5i2.1194","url":null,"abstract":"This study examines the correlations between types of motivation (intrinsic, extrinsic, and amotivation) and engagement in autonomous learning activities among Moroccan EFL university students. Conducted at Moulay Ismail University, the research surveyed 560 students using adapted versions of established motivational and autonomous learning questionnaires. Findings reveal a significant positive correlation between intrinsic motivation and the engagement in autonomous learning activities, suggesting that intrinsically motivated students are more likely to pursue activities that support language acquisition and independence. In contrast, extrinsic motivation was found to have a very weak negative correlation with autonomous learning, indicating its limited role in fostering learner autonomy. Amotivation showed a strong negative correlation with autonomous learning, underlining its adverse effect on students’ engagement and educational outcomes. The results emphasize the importance of enhancing intrinsic motivation and addressing amotivation to improve EFL learning experiences and outcomes.","PeriodicalId":485284,"journal":{"name":"TESOL and technology studies","volume":" 88","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141367393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our study aimed to explore language instructors’ perceptions of virtual learning models as effective methods for English language instruction and acquisition in the K-12 context. The study was inspired by Manegre and Sabiri (2022), in which thirty-five online English teachers reported surprisingly positive experiences with online teaching models. The method was reported as equal to or better than traditional classroom English learning. Thus, the goal of this study was to collect a representative set of data which accurately depicts the opinions and experiences of K-12 English as a Second Language (ESL) teachers who were suddenly forced to switch to virtual instruction solely due to the COVID-19 pandemic. This mixed-method study surveyed a large number of participants (N=117), all of whom had experience in traditional classroom instruction prior to this unplanned switch to online instruction. In addition to quantitative results that convey the K-12 ESL teachers’ views on online methodology, we also collected qualitative data which allowed these teachers an opportunity to discuss specific challenges and their thoughts on the future of the use of online tools in the ESL domain.
{"title":"Back to normal? ESL Instructors' Post-Pandemic Perceptions of Virtual Learning","authors":"Dominik Wolff, Wyatt Kane","doi":"10.48185/tts.v5i1.1035","DOIUrl":"https://doi.org/10.48185/tts.v5i1.1035","url":null,"abstract":"Our study aimed to explore language instructors’ perceptions of virtual learning models as effective methods for English language instruction and acquisition in the K-12 context. The study was inspired by Manegre and Sabiri (2022), in which thirty-five online English teachers reported surprisingly positive experiences with online teaching models. The method was reported as equal to or better than traditional classroom English learning. Thus, the goal of this study was to collect a representative set of data which accurately depicts the opinions and experiences of K-12 English as a Second Language (ESL) teachers who were suddenly forced to switch to virtual instruction solely due to the COVID-19 pandemic. This mixed-method study surveyed a large number of participants (N=117), all of whom had experience in traditional classroom instruction prior to this unplanned switch to online instruction. In addition to quantitative results that convey the K-12 ESL teachers’ views on online methodology, we also collected qualitative data which allowed these teachers an opportunity to discuss specific challenges and their thoughts on the future of the use of online tools in the ESL domain.","PeriodicalId":485284,"journal":{"name":"TESOL and technology studies","volume":"185 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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