MÁSTER DE PROFESORADO EN EDUCACIÓN SECUNDARIA
OBLIGATORIA, BACHILLERATO, FORMACIÓN PROFESIONAL
Y ENSEÑANZA DE IDIOMAS
MOTIVACIÓN EN EL AULA. RECURSOS Y MATERIALES
PARA LA ENSEÑANZA DE UNA LENGUA EXTRANJERA
MOTIVATIONAL CASE STUDIES
CURSO ACADÉMICO
2021/2022
Aylín Rodríguez Martín
Ylenia Barquero Fernandez
Contenido
1.1. Case study 2: Harry ........................................................................................................ 4
2. References .............................................................................................................................. 7
1.1. Case study 2: Harry
Having read the proposed case, Harry portrays one of the most common cases
teachers can face on their teaching career. He represents the apathetic type of
student, who either no longer seems to show any interest or realise about the
long-term importance and impact that this particular subject, in this case English,
might have on his life, or perhaps he is confronting some serious issues outside
of school that might be slowing down his progress. In this sense, two conclusions
can be withdrawn from Harry’s attitude. On one hand, he admits not having the
need to complete his actual course, what provides him the freedom to choose not
to get involved in the class anymore, since he does not find it worthwhile. On the
other hand, Harry is aware of his capabilities and the efforts required to reach the
level of class. In this respect, the conflict does not lie on him not being able to
follow the class, as he had never shown any signs of falling behind. Possibly, the
problem is quite the opposite, and he does not feel challenged, therefore, all
interest in the subject has been lost.
Regarding the teacher’s involving approach to the students, he represents
the profile of a mediator teacher. In this attempt to help Harry, it can be
appreciated his effort to give support and try to get him back on board. In order
to try to motivate him, Mr. Anderson could implement the core values from the
self-determination theory proposed by the psychologists Edward Deci and
Richard Ryan (2000). This theory proposes that understanding motivation
requires taking into account three basic human needs: 1) autonomy—the need
to feel free of external constraints on behaviour, 2) competence—the need to feel
capable or skilled, and 3) relatedness—the need to feel connected or involved
with others. To foster Harry’s autonomy, Mr. Anderson can minimize external
rewards, such as grades and avoid comparisons among students’ performance.
A major part of supporting autonomy is to give students choices wherever
possible. A second strategy for using self-determination theory is to support
students’ needs for competence. The clearest way to boost students’
competence is to select activities which are challenging but nevertheless
obtainable with reasonable effort and support. A third strategy for using selfdetermination theory is to support students’ social needs. In this context, Mr.
Anderson could arrange activities, in which students can work together forging
ties, minimizing competition among individuals and promoting dialogue and
cooperation. This new scheme might lead to a better sense of belonging and a
climate of trust, in which learning can be enhanced. Taking into consideration the
aforementioned theory elements, in order to have Harry’s attention, Mr. Anderson
could investigate into his interests to try to propose a project that might align with
Harry’s needs. Broadly speaking, an interesting activity to be carried out in this
situation could be the integration of videogames in the classroom. Classcraft is
an excellent tool for project-based learning that can be customized to specific
quests based on the curriculum. Students can collaborate with each other online
and partake in discussions, quizzes in order to receive points for assigned
behaviours. Even though no instruments can assure a successful response on
the part of the students, this innovative platform can provide a modern scenario
where learners can develop a new attitude towards the subject.
On another note, a variety of studies has shown that goal orientation
learning leads to better learning (Ames 1992 & Valle et al. 2003). This theory
developed by Dweck & Leggett (1988) proposed the development of mastery
goals and performance goals. Mastery goals tend to be associated with
enjoyment of learning the material available, what constitutes the ultimate
outcome that teachers desire to obtain, in other words, they are a form of intrinsic
motivation. Hence, mastery goals have been found to be better than performance
goals at sustaining students’ interest in a subject. In this sense, allowing students
to choose specific tasks or assignments, when possible, will intrinsically motivate
them. Another way to encourage mastery orientation is to focus on students’
individual effort and improvement as much as possible, rather than on comparing
students’ successes to each other. Harry can be intrinsically motivated by
prioritizing mastery goals rather than performance ones. As previous stated,
having confirmed that attaining a good grade for the course does not work as a
motivational enhancement strategy, a change of the classroom dynamic can be
emphasised, so that eventually he might find the course more appealing. In this
circumstances, an activity such as a debate could be an excellent option to
incorporate mastery goals tasks into the classroom. Debating varying topics
broaden students’ worldview and understand the perspectives of others,
increasing their confidence, self-esteem and providing an engaging, active,
learner-centered environment. Compared to more traditional speaking activities,
debating can increase information retention and it is a pleasant and effective way
to promote teamwork and learning by doing. Once again, Mr. Anderson could
incorporate relevant topics to Harry to make him grasp the usefulness and
pragmatism of English learning in a specific framework.
From my standpoint, Mr. Anderson should do his utmost to motivate Harry
and get him back on track; however, there is a limit to how far he can go. If none
of the activities proposed to change the classroom dynamic seems to be causing
an effect on him, Mr. Anderson should continue with the rhythm of the classroom
and let Harry do whatever he pleases it until the end of the year.
Last but not least, personally, I do not believe there is a way to anticipate
to such behaviour in instances like these, especially in certain unexpected cases
as the one presented. The only way to prepare himself for students with similar
characteristics is by providing active methodologies to offer a more dynamic
learning environment, where students’ motivation and engagement can be
encouraged. Anyhow, each student is a different story and diverse strategies and
method have to be implemented to adapt to their needs. That is why a single plan
cannot be applied for all forthcoming cases.
2. References
Deci E., & Ryan R. (200) Self-Determination Theory and the Facilitation of Intrinsic
Motivation, Social Development, and Well-Being. American Psychologist 55(1),
68-78. 10.1037/0003-066X.55.1.68
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and
personality. Psychological Review, 95(2), 256–273.
https://doi.org/10.1037/0033-295X.95.2.256
Ames, C. (1992). Classrooms: Goals, structure, and student motivation. Journal of
Educational Psychology, 84, 261-271. https://bottemabeutel.com/wpcontent/uploads/2014/01/Ames_Goals-structures-and-student-motivation.pdf
Valle, A., Cabanach, R., Núñez, J.C., González-Pienda, J.A., Rodríguez, S. & Piñeiro,
I. (2003). Multiple goals, motivation, and academic learning. British Journal of
Educational Psychology, 73, 71-87. 10.1348/000709903762869923