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ERIC Number: EJ1081173
Record Type: Journal
Publication Date: 2015
Pages: 5
Abstractor: As Provided
Reference Count: 6
ISBN: N/A
ISSN: ISSN-0305-5698
The Negative Impact of Goal-Oriented Instructions
Shatz, Itamar
Educational Studies, v41 n5 p476-480 2015
The phrasing of task instructions can facilitate or hinder the learning process. In this study, three groups of participants (N = 526) performed a foreign vocabulary memorization task, with modified instructions for each group. The instructions were either learning oriented, encouraging participants to improve their abilities; outcome oriented, prompting participants to achieve a positive evaluation of their performance; or neutral, with no goal orientation, for the control group. Participants' performance in the task was measured along with several factors pertinent to the learning process. Results showed that learning-oriented instructions led to lower performance levels, while outcome-oriented instructions reduced participants' language risk-taking, both of which negatively impact learning. The control group had the best overall results, indicating that it is better to refrain from using goal-oriented instructions in learning tasks.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A