Browsing by Subject "Academic motivation"
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ItemEnhancing teaching effectiveness to foster student academic motivation and student engagement in the EFL classroom through organization development interventions an action research of Zhejiang Yuexiu University of Foreign Languages in China
ItemEnhancing teaching effectiveness to foster student academic motivation and student engagement in the EFL classroom through organization development interventions: an action research of Zhejiang Yuexiu University of Foreign Languages in ChinaThe issue of student engagement is crucial in that it is not only conductive to students’ academic development, but also influences their everyday experiences, both socially and physiologically. So far, there is a dearth of empirical research on implementing ODI to effectively foster student engagement in Chinese EFL classroom. Thus, a systematic inquiry through action research is considered necessary and imperative. This current research focused on enhancing teaching effectiveness to foster student academic motivation and engagement in the EFL classroom by implementing ODI. The sample was 82 freshmen from two parallel classes. The experimental group was exposed to organization development interventions, including appreciative inquiry, goal setting, team building, differentiated instruction, whereas the comparison group received no intervention. Mixed research methods were adopted to collect and analyze the data. The paired-samples t test showed that there was statistically significant difference in student academic motivation and engagement for the experimental group between pre-ODI and post-ODI while there was no statistically significant difference for the control group. The Pearson’s Correlation Coefficient showed that there was a very strong positive relationship between academic motivation and student engagement. The qualitative analysis of students’ reflection reports and classroom observation feedback by three instructors justified how the ODIs employed in this research enhanced student academic motivation and student engagement. Based on the findings, critical recommendations for further research were discussed.
ItemThe use of a motivational interviewing instrument to enhance academic self-efficacy and academic motivation of undergraduate students at Assumption UniversityThe efficacy of the Brief Academic Motivational Instrument (BAMI) as an intervention in enhancing the academic self-efficacy and academic motivation of university students was tested. The BAMI is a paper based semi-structural Motivational Interviewing (MI) tool that aims to increase student motivation to change studying habits. Participants consisted of 40 undergraduate students, their age ranged from 18 to 32 years old (mean age 21.23), recruited through convenience sampling at Assumption University, Thailand. Participants were randomly assigned to the BAMI experimental group (n=20) and the non-intervention control group (n=20). All participants completed pre and post questionnaires, which the participants self-reported their academic self-efficacy and academic motivation. The investigator went through the BAMI with the experimental group participants after the pretest. All posttests were collected via internet survey 10 days after the pretest. MANOVA for repeated measures analysis was conducted to test the efficacy of the BAMI intervention against a no intervention control group. The results indicated there were no significant differences in academic self-efficacy and academic motivation between the experimental and control group at the posttest, suggesting that the BAMI intervention was ineffective. The insignificant results could be influenced by the timing of the data collection, nature of the sample population, cultural differences, prescreening ineffectiveness, the small sample size and possible language concerns. Further research needs to be conducted in order to further evaluate the effectiveness of the BAMI or similar devices for increasing academic self-efficacy and academic motivation.