In-Class Motivation of Individual English Language Learners in Thailand: An Exploration of Change, Stability and Context in a Dynamic System.

Abstract

Second language motivation theories have continually developed over the last six decades as motivation may lead to improved language acquisition. Most recently theories have focused on the 'self', the context and the relational nature of the language learner as a person. This has led to a ‘dynamic turn’ which has created interest amongst motivation researchers viewing motivation as a dynamic system.

This research study explored the in-class motivation of four English Program High School language learners of English as a dynamic system. The research asked: 1) If variability was shown in the individual language learner's in-class motivation? 2) If there was stability shown? 3) If the classroom context could account for any variability and stability?

Over six observations, several instruments were used to collect data on motivational development, the context of the learner, and the learning environment. A Motometer recorded self-reported in-class motivation levels. Classroom observations supplied the learning environment context. A questionnaire on attitudes toward the class and the teacher provided the context of the learner. Composite tables were created to analyse the data.

The findings indicated in-class motivation of high school English language learners may be considered a dynamic system. Motivational development was unique for each language learner and contextual factors affected each differently. Several strong factors were identified to affect motivational development: interest, feeling of success, noise and biological factors (hunger and tiredness). The effects of these strong factors could last for just a moment or for a prolonged time. The findings indicated that nonlinear system behavior occured when a conglomerate of factors worked together simultaneously.

The implications of the research are two-fold. First, it suggests that motivation should be researched at the individual level, as a dynamic system in the environment in which it occurs, to gain a deeper understanding of the processes involved. Second, the instrument called the Motometer may be used to track motivational changes over time and if applied to lessons and lesson planning may lead to improved levels of motivation.

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