Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students
his paper analyses the differences between what teachers say motivates their students and what students say motivate them at a South Korean university. Using motivational constructs developed by Bandura and Maslow in previous motivation studies, it was determined that both teachers and students thin...
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2020-10-01
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doaj-56434d295a9c43058a6e6adf10db9dba2020-11-25T03:44:05ZengLP2M IAIN PalopoIndonesian TESOL Journal2622-54412020-10-0122819810.24256/itj.v2i2.1245958Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) studentsLuke Oliver Henry Allum0Luke Oliver Henry Allumhis paper analyses the differences between what teachers say motivates their students and what students say motivate them at a South Korean university. Using motivational constructs developed by Bandura and Maslow in previous motivation studies, it was determined that both teachers and students think teacher characteristics to be the most important variable motivating students, even more important than the student’s own intrinsic motivation. However, there was no agreement between students and teachers on what this looks like specifically in the classroom: teachers prefer to stimulate students’ creative thinking and to help students solve real-world problems, whereas students prefer to learn with digital media, presentations, and quizzes. Teachers and students both believe students to be highly intrinsically motivated, with the caveat that some students come to class lacking intrinsic motivation. This paper is significant in that students report teacher characteristics and instructional methodologies to be of more importance than a student’s intrinsic motivation. This paper reveals that teachers consistently over-rate the importance of teacher characteristics and methodologies on student motivation. https://ejournal.iainpalopo.ac.id/index.php/ITJ/article/view/1245eslextrinsicintrinsickoreamasterymotivationself-efficacysocial goalsstudent motivation |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Luke Oliver Henry Allum |
spellingShingle |
Luke Oliver Henry Allum Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students Indonesian TESOL Journal esl extrinsic intrinsic korea mastery motivation self-efficacy social goals student motivation |
author_facet |
Luke Oliver Henry Allum |
author_sort |
Luke Oliver Henry Allum |
title |
Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students |
title_short |
Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students |
title_full |
Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students |
title_fullStr |
Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students |
title_full_unstemmed |
Student and teacher perceptions of student motivation among Korean university English as a Second Language (ESL) students |
title_sort |
student and teacher perceptions of student motivation among korean university english as a second language (esl) students |
publisher |
LP2M IAIN Palopo |
series |
Indonesian TESOL Journal |
issn |
2622-5441 |
publishDate |
2020-10-01 |
description |
his paper analyses the differences between what teachers say motivates their students and what students say motivate them at a South Korean university. Using motivational constructs developed by Bandura and Maslow in previous motivation studies, it was determined that both teachers and students think teacher characteristics to be the most important variable motivating students, even more important than the student’s own intrinsic motivation. However, there was no agreement between students and teachers on what this looks like specifically in the classroom: teachers prefer to stimulate students’ creative thinking and to help students solve real-world problems, whereas students prefer to learn with digital media, presentations, and quizzes. Teachers and students both believe students to be highly intrinsically motivated, with the caveat that some students come to class lacking intrinsic motivation. This paper is significant in that students report teacher characteristics and instructional methodologies to be of more importance than a student’s intrinsic motivation. This paper reveals that teachers consistently over-rate the importance of teacher characteristics and methodologies on student motivation. |
topic |
esl extrinsic intrinsic korea mastery motivation self-efficacy social goals student motivation |
url |
https://ejournal.iainpalopo.ac.id/index.php/ITJ/article/view/1245 |
work_keys_str_mv |
AT lukeoliverhenryallum studentandteacherperceptionsofstudentmotivationamongkoreanuniversityenglishasasecondlanguageeslstudents |
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