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Koga Article

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on 11 February 2017

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Transcript of Koga Article

Dynamicity of
Motivation, Anxiety and
Cooperativeness in a
Semester Course

Tsutomu Koga

Does this look familiar?
Trait vs. State

stable changeable
The Study
Do not proceed.
Write your
adjectives first.
Study #1 investigated student attitudes toward partner-based tasks and state motivation. Which response below do you think best summarizes the findings?

A) The partner with a positive attitude toward the task had a positive effect on the partner with a negative attitude toward the task

B) The partner with a negative attitude toward the task had a negative effect on the partner with a positive attitude toward the task

C) The partner with the positive attitude did all of the work while the partner with the negative attitude complained about the weak wi-fi signal in the classroom
Study #2 Julkunen investigated state motivation in relation to different vocabulary task types. Which response below do you think best summarizes the findings?

A) The high proficiency group demonstrated a more positive attitude toward individualistic, competitive tasks than the low proficiency group.

B) Both the high and low proficiency groups demonstrated a positive attitude toward cooperative tasks.

C) Both A and B
Dornyei's Process Model of Motivation

1. Preactional stage (Motivation is generated)

2. Actional stage (Learners invest in achieving their aims)

3. Postactional state (Learners evaluate the situation and determine the value of sustaining their motivation levels)
Research Questions

1. Do individual difference variables change during a one-semester course?

2. What types of learners demonstrate clear patterns of change in their individual variables?

3. What are the differences between the individual difference variables at the beginning of the course compared to the end?
88 first-year Japanese university students
All majoring in Physical Therapy
Assumed all have an intermediate level of English
37 females
51 males
Data Collection
39-item questionnaire given at beginning and end of course
5-point scale (strongly disagree to strongly agree)
The questionnaire measured various aspects of individual differences related to affect and beliefs of the learners (e.g. motivation, anxiety; competitiveness, cooperativeness)
End of course evaluation of motivation, anxiety, and confidence
Data Analysis
The appropriateness of the questionnaire was checked to determine its suitability for use with EFL learners in Japan
Differences in individual difference variables between the beginning and end of the semester were identified
Participants were divided into groups based on their learner profiles
The group which demonstrated the most variation in their individual difference variables over the course of the semester were identified
Global View
7 factors evaluated:
test and English classroom anxiety
motivation to learn English
integrative orientation
instrumental orientation
communication apprehension

Individual View

4 learner profiles identified:
Least cooperative group
Least anxious group
High motivation group
Low motivation/high anxiety group

1. What do you think motivates students to play with cell phones, sleep, or speak their L-1 instead of English in the classroom?

2. Do you find that your students are less anxious and remain on task more when working cooperatively compared to working individually or competively? Please explain and give an example or two from your classes.
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