Motivation

Motivational Teaching: Value and Success-Expectation

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BRAZ-TESOL Newsletter
BRAZ-TESOL Vol 03.2013

Students in different educational settings, for example, private language institutes or mainstream education, present teachers with different motivational challenges. I’ve taught learners in both settings and found that Expectancy-Value theories, the most researched factors in the area of motivation, have helped me generate and maintain motivation in my classrooms.

Motivation: the inside story

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Procedia Social and Behavioural Sciences 3 (2010) 24-27
Attracting attention

In this article, we will look at the difference between extrinsic and intrinsic motivation, and why extrinsic motivation alone is not satisfactory for learning in the long run. It is suggested that although students may embark on learning for extrinsic reasons, a more intrinsic motivation can be developed in the classroom.

Keeping the vision alive: Maintaining motivation and promoting effective learning

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Procedia - Social and Behavioral Sciences, Volume 3, 2010, pages 190-193

In this article, I look at several techniques and approaches we could use to help learners perceive the value of general classroom activities and to experience success in the communicative tasks we ask them to do. When used together, these techniques and approaches can generate, maintain and protect motivation.

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