For this event, we will have three presentations on the general theme of motivation and identity. These presentations are based on studies that explore beliefs of teaching and learning using different conceptual frameworks.
Tim Pritchard, Kyushu Sangyo University
Amotivation, Extrinsic and Intrinsic Orientation and Proficiency in Japanese Students of English at Two Tertiary Institutions
This presentation presents results of a preliminary questionnaire-based study investigating motivational orientations of Japanese learners of English at two tertiary institutions. The results are discussed using Deci and Ryan’s (2004) self-determination continuum based on their Organismic Integration Theory, which suggests that external motivation can develop into a more intrinsic motivation.
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Sunao Fukunaga, Koryo Senior High School/University of Washington, Seattle
Exploring Experienced Japanese High School English Teachers’ Professional Identity
This study investigates the relationship between experienced Japanese English teachers’ professional identity and its influence on teaching practice. The result indicates that the teachers share a belief: Teaching practice should not be merely teaching the subject matter, but rather the bedrock of a student’s growing processes as a whole person.
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Quint Baldwin, Kyushu Sangyo University
Autonomy and Motivation
Research suggests that teachers may tend towards either aiming to control students, or provide opportunities for autonomous learning. Of these orientations, autonomy-oriented behaviors are widely believed to improve student motivation. This presentation will define autonomy and self-regulation and discuss interim results from the first semester of a study exploring teachers’ behaviors affect on student motivation and achievement.
