NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1071732
Record Type: Journal
Publication Date: 2015-Jul
Pages: 23
Abstractor: As Provided
Reference Count: 67
ISBN: N/A
ISSN: ISSN-1477-8785
Teachers' Conceptions of Motivation and Motivating Practices in Second-Language Learning: A Self-Determination Theory Perspective
Muñoz, Ana; Ramirez, Marta
Theory and Research in Education, v13 n2 p198-220 Jul 2015
Based on self-determination theory, we conducted an exploratory study aimed at identifying teachers' beliefs about motivation and motivating practices in second-language teaching at a private language center in Medellin, Colombia. To gather data, 65 teachers were surveyed; from this initial group, 11 were interviewed and observed in class during 2012. The results show that teachers' potential to promote motivation is mostly centered on relatedness and that while teachers recognize the positive and beneficial effects of promoting autonomy and competence, their teaching practices do not evidence those beliefs. Based on the results, we conclude that in order to promote autonomy and competence, it is important, first of all, to establish the right social conditions, i.e. meaningful teacher-student relationships.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colombia