JALT Journal, Vol. 31, No. 2, November 2009
227
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Enhancing Intrinsic Motivation at Three Levels: The Effects of Motivational Strategiesç°äžåæïŒããªãã²ãããïŒ
åºå³¶åœé倧åŠ
Traditionally, motivation researchers have been more concerned about what motiva-tion is rather than how to motivate students. Recently, research interests have shifted towards educational purposes and an increasing number of studies now propose motivational strategies. Motivational strategies refer to âmethods and techniques to generate and maintain the learnersâ motivationâ (Dörnyei, 2001, p. 2). Using motiva-tional strategies is generally believed to facilitate studentsâ motivation, but only a few studies have found empirical evidence to support this claim. For example, Hiromori (2006) used âcreative writing activities with student self-monitoring techniquesâ as a motivational strategy and showed that the strategy had a significant positive effect on studentsâ motivation toward learning English. Tanaka and Hiromori (2007) pro-posed that âgroup presentation activitiesâ are a useful motivational strategy. They successfully enhanced studentsâ intrinsic motivation during a 5-week intervention. However, the number of studies that examine the effect of motivational strategies in the actual English language classroom is limited. In this article, I would like to point out two drawbacks of the above studies.
The first drawback is related to the definition of motivation. Most of the preced-ing studies on motivation define motivation as a trait attribute. However, many researchers segmentalize motivation into different levels (e.g., Crookes & Schmidt, 1991). Vallerand and Ratelle (2002) analyzed intrinsic motivation at three levels,
228 JALT Journal, 31.2 ⢠November 2009
namely the situational level, contextual level, and global level. They recommend that motivation be considered not merely as a unitary concept, but as a complex concept. However, studies examining the effect of motivational strategies focus only on the trait and unitary aspects of motivation. Thus, there needs to be an examination of the effect of motivational strategies on motivation at different levels. In this article, three types of intrinsic motivation are addressed, namely intrinsic motivation for listening/speaking activities, intrinsic classroom motivation, and intrinsic trait motivation.
The second drawback concerns research design. Much of the research that ex-amines the effect of motivational strategies adopts a pre-post design. However, in order to capture motivational changes in more detail, additional measurement times would be useful. In this article, intrinsic motivation was measured at three different times: that is, pre-measurement, mid-measurement, and post-measurement.
Thus, this study aims to enhance studentsâ intrinsic motivation at three levels. I adopt Self-Determination Theory (SDT), a well-developed motivation theory in psy-chology, as the theoretical underpinning. This theory provides a useful framework for examining the effect of motivational strategy because it assumes the existence of three psychological needs (i.e., the need for autonomy, competence, and relatedness) as prerequisites for enhancing student motivation.
The purposes of this study are as follows: (1) to enhance intrinsic motivation to engage in listening activities; (2) to enhance intrinsic motivation to engage in speak-ing activities; (3) to enhance intrinsic classroom motivation; and (4) to enhance intrinsic trait motivation. This study further explores facilitating factors of intrin-sic motivation at the three levels. Thus, this article also aims (5) to examine which psychological need (the need for autonomy, competence or relatedness) plays the most significant role in studentsâ motivational development; and (6) to explore new facilitating factors of intrinsic motivation.
Fifty-two university students who were enrolled in a 1st-year English language course participated in this study. The students met once a week in a 90-minute class. The intervention was given to them for 15 weeks. Prior to the beginning of the in-tervention, students were given questionnaires about language learning motivation and the three psychological needs. The same questionnaires were administered in the middle and at the end of the intervention. An open-ended questionnaire was also administered to students at the post-measurement stage.
The results of the quantitative analysis showed that: (1) the intervention had a significant positive effect on studentsâ intrinsic motivation to engage in listening/speaking activities and intrinsic classroom motivation; (2) the need for competence had a strong relationship with the development in studentsâ intrinsic motivation to engage in listening activities; (3) the need for competence and relatedness had a strong relationship with development in studentsâ intrinsic motivation to engage in speaking activities; (4) all three needs were related to the development in intrinsic classroom motivation. Further, the results of qualitative analysis indicated that (5) âusefulnessâ might be another facilitating factor of motivation.
229Tanaka
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2 è¿å¹Žã¯ïŒGuilloteaux and Dörnyei (2008)ã®ããã«ïŒç¹å®ã®æ¹ç¥ãäºåã«èšå®ããã«ïŒ The Motivation Orientation of Language Teaching (MOLT)ãçšããææ¥èŠ³å¯ããåŸãããæå¡ã®åæ©ã¥ããé«ããæ¹ç¥ãšåŠç¿è ã®åæ©ã¥ãã®é¢é£ãæ±ãç 究ãèŠãããã
3 質åé ç®ã®è©³çŽ°ã¯Appendix Cãåç §ã4 αã¯1æç¹ãã3æç¹ã®3ã€ã®å€ãèšè¿°ããŠãããè¡šèšã¯1æç¹ïŒ2æç¹ïŒ3æç¹ã§
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ããå·åç°ïŒ1986ïŒã®KJæ³ã§ã¯ïŒäŸãã°ïŒãçŽåãäœããããã©ãã«äœããã«å€æŽããããªã©ã®çšèªã®å€æŽïŒå³¶ã©ãã®è¿œå ãé¢ä¿ç·ã®ããªãšãŒã·ã§ã³ã®å¢å ïŒãŸãAåå³è§£ã«ããã·ã³ãã«ããŒã¯ã®å°å ¥ã«ããããžã¥ã¢ã«æ§ã®åäžãªã©ãèŠãããããã£ãŠKJæ³ã¯å·åç°ïŒ1967ïŒçãšå·åç°ïŒ1986ïŒçã«åºå¥ããæ¹ããããšæãããããŸãïŒçŽ¯ç©KJæ³ã«é¢ããŠãïŒå·åç°ïŒ1967ïŒãš3幎åŸã®å·åç°ïŒ1970ïŒã§ã¯ïŒå 容ã«çºå±ãèŠããããå·åç°ïŒ1967ïŒçã§ã¯ãçŽåãã¥ããâã°ã«ãŒãç·šæâAåå³è§£âBåæç« åãŸã§ã1ãµã€ã¯ã«ãšãããšïŒãã®ãµã€ã¯ã«ã环ç©çã«ããã€ãéããæ¹æ³ã§ããã(pp.â111-112)ãšå®çŸ©ããŠããäžæ¹ïŒå·åç°ïŒ1970ïŒã§ã¯W解決ã«æ²¿ã£ãïŒ6ã©ãŠã³ãã®ïŒçŽ¯ç©KJæ³ãæ±ã£ãŠãããW解決ã«æ²¿ã£ãïŒ6ã©ãŠã³ãã®ïŒçŽ¯ç©KJæ³ã¯å·åç°ïŒ1986ïŒçã«ç¶æ¿ãããŠããïŒå·åç°ïŒ1967ïŒçã®çŽ¯ç©KJæ³ãšã¯ç°ãªãããšããïŒå·åç°ïŒ1986ïŒçã«å«ããã®ããããšæããããæ¬è«ã§çšããKJæ³ã¯åæã®å·åç°ïŒ1967ïŒçã«åºã¥ããŠããïŒçšèªã®çšãæ¹ïŒåæã®æé ïŒå³è§£ã®æ¹æ³ïŒçŽ¯ç©KJæ³ã®æ¹æ³ã¯ïŒãã¹ãŠå·åç°ïŒ1967ïŒçã«æºæ ããŠããã
6 åé ç®ã®å¹³åå€ã尺床ã®åŸç¹ãšã¿ãªããŠããã7 ãã®ãããªåŸåã¯ïŒæ¬è«ã§çšããæ¹ç¥ã«ãããŠäžè¬ççŸããåŸåã§ããã®ãïŒ
ãããšãïŒä»åã®èª¿æ»ååè ã¯æèœæ§ã®æ¬²æ±ãããã»ã©å€§ããæºããããšãã§ããªãã£ãããšã«èµ·å ããã®ãã¯ïŒãããªã調æ»ãå¿ èŠã§ãããã
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