towards a framework for self-regulation
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An article by:Yoshiyuki Nakata
Presented by:
Khansa AL-Qudaimi
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Overview
Definitions of intrinsic motivation, self-regulation, and autonomy
Relationship between intrinsic motivation, self-regulation, and autonomy
The role that self-regulated intrinsic motivation plays in successful language-learning
Context-sensitive pedagogical approach for self-regulated language-learning
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Definitions
“self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals”
(Zimmerman, 2005)
Self-regulation
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“the capacity to adjust one’s actions and goals to achieve desired results in the light of changing environments”
(Boekaerts , Pintrich & Zeidner, 2005)
Definitions
Self-regulation
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According to Bronson (2000),
Definitions
Self-regulation stages
reactiveproactive
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“the human need to be competent and self-determining in relation to one’s environment”
(Deci & Ryan, 1985)
Definitions
Intrinsic motivation
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“the development and exercise of a capacity for detachment, critical reflection, decision making and independent action (Little, 1991);
Autonomous learners are responsible for determining the purpose, content, rhythm and method of their learning, monitoring its progress and evaluating its outcomes. (Holec, 1981)”
(Benson, 2007)
Definitions
Autonomy
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How do you see these three relate to each other?
From their definitions…
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Intrinsic motivation and self-regulation
According to the Nakata (2010), motivation and self-regulation are two sides of the same coin.
Relationship between
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Bronson (2000) proposes that motivation influences self-regulation in all areas of functioning.
She argues that self-regulation is “an intrinsically motivating activity in itself.”
Intrinsic motivation and self-regulation
Relationship between
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Intrinsic motivation and self-regulation
Empirical studies support the idea that the self-regulatory process is both cognitive and affective.
Motivation subsumes aspects of both
affective self-regulation
cognitive self-regulation
Relationship between
cognitiveaffective
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Intrinsic motivation, self-regulation and autonomy
Relationship between
Intrinsic motivation
autonomy
Self-regulation
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The role of intrinsic motivation in language-learning in research
A large number of studies have been on intrinsic motivation not only in educational psychology, but also in language-learning.
Many teachers of foreign languages, teacher educators, and researchers in TESL/TEFL or applied linguistics agree on the supreme importance of intrinsic motivation in language-learning.
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Appraisal of intrinsic motivation research
refer intrinsic
motivation to interest
or enjoyment
The applicability
in obligatory language class is
doubtful
fail to address the distinction
between affective and
cognitive aspects
Enjoying doesn’t
indicate that they are
successful in language-learning
discuss an image of
ideal autonomous
learners who are
intrinsically motivated
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Redefining motivation
It exists within the self; it’s
neither fun nor enjoyment
It is NOT simply a matter of
intrinsic motivation in the framework
of self-determination
theory NOR it is simply a matter
of degree
It must be discussed with regard to the
affect/ fun and cognition/ learning
the study of motivation in
specific contexts
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Developmental process underlying intrinsic motivation
(Nakata, 2010)
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“Intrinsic motivation when self-regulated not only affectively but also cognitively helps learners become autonomous language-learners, and as a result leads to successful language learning.”
(Nakata, 2010)
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How can we help learners move first to the surface level, and then from the surface to the core level?
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how we can motivate our learners
how we help learners to motivate themselves
(Ushioda, 1996)
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to help learners to get to the core level, Nakata (2010) combines these two tenets:
how we can motivate
our learners
how we help learners to motivate
themselves
Context-sensitive pedagogical approach for self-regulated language-learning
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Context-sensitive pedagogical approach for self-regulated language-learning
Preparation stage
Developmental stage
Self-regulated stage
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Context-sensitive pedagogical approach for self-regulated language-learning
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Context-sensitive pedagogical approach for self-regulated language-learning
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Context-sensitive pedagogical approach for self-regulated language-learning
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In conclusion …
teacher undoubtedly plays a crucial role in thedevelopment of learners’ intrinsic motivation, first tothe surface, and then from the surface to the corelevel.
Therefore, It is essential for teachers to be well awareof the process of self-regulated language-learning.They should be sensitive to the pedagogical approachthey adopt in promoting learners’ autonomy, takinglearners’ preparedness into consideration.
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References Benson, P. (2007). Autonomy in language teaching and learning.
Language Teaching, 40(01), 21-40.
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2005). Handbook of self-regulation. Elsevier.
Bronson, M. (2000). Self-regulation in early childhood: Nature and nurture. Guilford Press.
Carver, C. S., & Scheier, M. F. (2000). Autonomy and self-regulation. Psychological Inquiry, 284-291.
Nakata, Y. (2010). Towards a framework for self-regulated language-learning. TESL Canada Journal, 27(2), pp.1-10.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
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Thank you for listening