Masaryk University Faculty of Arts

Department of English and American Studies

Teaching English Language and Literature at Secondary Schools

Bc. rka Oplutilov

The Effects of Selected Motivational Strategies on Student Motivation to Become Gradually More nterested in !"
Masters Diploma Thesis

Supervisor: Nikola Fotov B.!.

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I declare that I have worked on this thesis independently, using only the primary and secondary sources listed in the bibliography. ..
Bc. rka Oplutilov

Acknowledgements:
I owe thanks to Nikola Fotov ! "# A# $or her %atience and hel%$ul advice! &gr# 'ana Sm()kov $or her guidance at the *eginning and my $amily $or their su%%ort#

CONTENT: 1. Introduction +++++++++++++++++++++++++###, 2. Theoretical Background 2# - &otivation ++++++++++++++++++++++++++.

2# 2 &ain challenges o$ motivation research ++++++++++++++## -2# / Theories o$ motivation in %sychology+++++++++++++++## -2 2# 0 The teachers1 motivational in$luence++++++++++++++++-2 2# , &otivation to learn a $oreign3second language++++++++++++ -. 2# 2 Student demotivation +++++++++++++++++++++### -. 2# 4 Four *ig *arriers to motivation ++++++++++++++++++ 25 2# . &otivational strategies +++++++++++++++++++++#2/ 3. Research Methodology /# - 6esearch 7ro*lem +++++++++++++++++++++++ 2, /# 2 6esearch 8uestions ++++++++++++++++++++++##2, /# / 7artici%ants +++++++++++++++++++++++++## 22 /# 0 6esearch Tool ++++++++++++++++++++++++## 24 /# , &ethod +++++++++++++++++++++++++++#/2 /# 2 9sed strategies ++++++++++++++++++++++++# // /# 4 Analysis o$ the data ++++++++++++++++++++++# 4. Results o! the research 0#- :eneral re%ort ++++++++++++++++++++++++### 42 0#-#- Interest in English language +++++++++++++++++## 42 0#-#2 Attitudes toward Learning English +++++++++++++++40 0#-#/ Intrinsic motivation to study English language ++++++++++ 4, 0#-#0 E;trinsic motivation to study English language ++++++++++44 0#-#, <emotivation to study English language ++++++++++++## 4= 0#2 Answers to research >uestions ++++++++++++++++++##.". Conclusion ++++++++++++++++++++++++++# =0 #. $%%endi& 1 Ta*le - ++++++++++++++++++++++++++ -55 Ta*le 2 ++++++++++++++++++++++++++ --2 Ta*le / ++++++++++++++++++++++++++ --0 ?hart - ++++++++++++++++++++++++++ --, ?hart 2 ++++++++++++++++++++++++++ --2 ?hart / ++++++++++++++++++++++++++ --4 ?hart 0 ++#################################################################################################--. ?hart ,##########################################################################################################--= '. $%%endi& 2 8uestionnaire +++++++++++++++++++++++## -25 6esearch timeta*le +++++++++++++++++++++## -20 (. Bi)liogra%hy +++++++++++++++++++++++++# -2=

1. Introduction
I started my secondary school teaching career in <ecem*er 2552 and $rom my very short teaching e;%erience at a secondary school I have come across some unmotivated 0

learners studying English and hence my interest in this su*@ect arose# An the *asis o$ my e;%erience in the classroom! I came to the o%inion that it would *e %ossi*le to *etter motivate these students to learn English and hence more $ully engage them in the su*@ect matter#

At the end o$ the school year 255232554 I BanonymouslyC asked my students o$ all grades three sim%le >uestions! DEhat did you like in my classesF! DEhat did you not like in my classesF! and DEhat would you change in my classesF# I was sur%rised *y their res%onses# Some o$ them said they had started to like English under my teaching and that they could $inally understand the su*@ect matter# I *egan to *e interested in the reasons why their attitudes had changed and I wanted to e;%lore the %ossi*le methods to $urther motivate my current and %ros%ective students#

I wanted to conduct my own investigation to $ind out whether a teacher is a*le to motivate his or her students and! i$ so! how# Furthermore! I wanted discover whether it is %ossi*le to motivate all the unmotivated students as well as the less interested ones# &y aims were also to turn the %assive learners into active ones and to turn the reluctant learners into willing ones#

I decided to conduct an e;%erimental longitudinal research at a Secondary &edical School in 'radec Gr lovH! where I teach si; di$$erent grou%s# Initially! I wanted to conduct the research in all my grou%s *ut I realised that it would not *e $easi*le *ecause the students had already *een under my teaching in$luence $or si; months and I did not know the initial state o$ their motivation and demotivation# There$ore! I decided to conduct the research on my very new students I the $irst grades#

I teach two di$$erent grou%s o$ $irst grade# Ane grou% is studying to *ecome medical assistants and the second is *eing %re%ared $or studying at medical colleges and universities#

I have chosen to collect >uantitative data! and as a measuring tool to use >uestionnaires with closedJended >uestions#

At the *eginning o$ the school year 25543255. I administered to *oth grou%s o$ my students a >uestionnaire $ocused on their attitudes towards learning English and towards the sources o$ their motivation or demotivation to study the su*@ect matter# A$ter that! I started conducting a longitudinal study! lasting $rom Se%tem*er 2554 to Fe*ruary 255.# I a%%lied -0 selected motivational strategies to enhance the students1 motivation to *ecome more interested in the su*@ect matter during the study# At the end o$ the research I administered the same >uestionnaire again with the aim o$ com%aring the students1 res%onses $rom Se%tem*er to Fe*ruary to see whether their attitudes had changed and whether they had *ecome more interested in English language#

&y %resum%tion *e$ore the research had *een that it is %ossi*le to motivate demotivated students o$ English to *ecome more interested in learning English# The aim o$ this thesis was to con$irm this %resum%tion and to evaluate the e$$ectiveness o$ the selected motivational strategies#

The second %art o$ the thesis outlines the theoretical *ackground on motivation! the main challenges o$ motivation research! theories o$ motivation in %sychology! the teachers1 motivational in$luence! motivation to learn a $oreign3second language! student

demotivation! $our *ig *arriers to motivation and motivational strategies# The theoretical %art was im%ortant $or the %ractical %art! which $ollows#

The third %art o$ the thesis deals with research methodology# First! the research %ro*lem was de$ined! and then the research >uestions! which were crucial $or the results o$ the research# 7artici%ants o$ the research! research tool! method o$ the research! used strategies and analysis o$ the data are also descri*ed in this %art#

The $ourth %art is divided into two cha%ters# The $irst cha%ter in$orms a*out general results o$ the research! whereas the second cha%ter answers to the research >uestions#

The $i$th %art sums all the results o$ the longitudinal research into the conclusion and relates to the %resum%tion o$ the thesis which had *een e;%ressed at the *eginning#

2. Theoretical Background
This cha%ter outlines crucial conce%ts on motivation! motivation research! theories o$ motivation in %sychology! the teachers1 motivational in$luence! motivation

to learn a $oreign3second language! student demotivation! $our *ig *arriers to motivation and motivational strategies#

2. 1 Moti*ation Motivation is one o$ the key issues in language learning and skills to motivate learners are crucial $or language teachers# Motivation is an a*stract! hy%othetical conce%t that we use to e;%lain why %eo%le think and *ehave as they do B<Krnyei! 255-! -J2C# "ecause human *ehaviour has two *asic dimensions I direction and magnitude BintensityC I motivation *y de$inition concerns *oth o$ these# It is res%onsi*le $or the choice o$ a %articular action and the e$$ort e;%ended on it and the %ersistence with it# There$ore! motivation e;%lains why %eo%le decide to do something! how hard they are going to %ursue it and how long they are willing to sustain the activity B<Krnyei! 255-! 4C#

A process-oriented approach is a novel a%%roach in L2 motivation researchL it means that it takes a dynamic view o$ motivation! trying to account $or the changes o$ motivation over time# Ehat most teachers $ind is that their students1 motivation $luctuatesL going through certain e**s and $lows# Such variation may *e caused *y a range o$ $actors! such as the %hase o$ the school year or the ty%e o$ activity that the students $ace# The main assum%tion underlying the %rocess oriented a%%roach is that motivation consists o$ several distinct %hases# First! it needs to *e generated *ecause generated motivation leads to the selection o$ the goal or task to *e %ursued# Second! generated motivation needs to *e actively maintained and %rotected while the %articular action lasts# This motivational dimension has *een re$erred to as e;ecutive motivation! and it is %articularly relevant to learning in classroom settings! where students are e;%osed to a great num*er o$ distraction in$luences# Finally! there is a third %hase

$ollowing the com%letion o$ the action I termed motivational retros%ection I which concerns the learnersM retros%ective evaluation o$ how things went# These di$$erent motivational %hases a%%ear to *e $uelled *y di$$erent motives B<Krnyei! 255-! 25J2-C#

Motivating someone to do something can involve many di$$erent things! $rom trying to %ersuade a %erson directly to e;erting indirect in$luence on him3her *y arranging the conditions or circumstances in such a way that the %erson is likely to choose the %articular course o$ action# In classroom conte;t! it is ty%ically a series o$ nuances that might eventually culminate in a longJlasting e$$ect B<Krnyei! 255-! 20J2,C#

&ost discussions a*out motivating techniques are *ased on the idealistic *elie$ that Dall students are motivated to learn under the right conditions! and that we can %rovide these conditions in our classrooms B&c?om*s and 7o%e -==0: viiC# 9n$ortunately! this assum%tion is not necessarily true in every case# 6ealistically! it is highly unlikely that every*ody can *e motivated to learn everything and even generally motivated students are not e>ually keen on every su*@ect matter B<Krnyei! 255-! 2,C#

I think that most students1 motivation can *e Dworked onF and increased# Although rewards and %unishments are too o$ten the only tools %resent in the motivational arsenal o$ many teachers# B<Krnyei! 255-! 2,C Sometimes the *est motivational intervention is sim%ly to im%rove the >uality o$ our teaching# Similarly! no matter how com%etent a motivator a teacher is! i$ his3her teaching lacks instructional clarity and the learners sim%ly cannot $ollow the intended %rogramme! motivation to learn the %articular su*@ect matter is unlikely to *lossom B<Krnyei! 255-! 2,J22C#

:iven the reality o$ constant time %ressure in many school conte;ts! the >uestion o$ DEhose @o* is it to improve motivationNF is a valid one# Teachers are su%%osed to teach the curriculum rather than motivate learners! and the $act that the $ormer cannot ha%%en without the latter is o$ten ignored# It is every teacherMs res%onsi*ility to motivate learners i$ they think o$ the longJterm develo%ment o$ his3her students# In the short run! %re%aring $or tests might admittedly %roduce *etter immediate results than s%ending some o$ the time sha%ing the motivational >ualities o$ the learner grou% and the individual learners# "ut motivational training might *e a very good investment in the longer run! and it may also make our own li$e in the classroom so much more %leasant B<Krnyei! 255-! 24C#

Aur own motivation and the motivation o$ our learners are to a very large e;tent mutually de%endent# ItMs not @ust $or the learners1 sake that we want to get them motivated to attend! arrive on time! engage with the learning and hand work inL itMs $or our own sakes! too# "ecause motivating learners to learn is central to who we are and what we do as teachers! it *ecomes essential to our won motivation that we succeed in this BEallace! 2554! -J2C#

6esearch suggests that motivation *oth %roduces and is %roduced *y %ositive achievement BAllwright and "ailey! -==0! -.0C#

&otivation is the %rocess where*y goalJdirected activity is instigated and sustained B7intrich and Schunk! 2552! ,C#

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?order1s %hrase! D:iven motivation! anyone can learn a languageF *rings out the im%ortance o$ motivation BSkehan! -=.=! 0=C

2. 2 Main challenges o! +oti*ation research 6esearchers disagree strongly on virtually everything concerning the conce%t o$ motivation# There are si; main challenges that researchers have *een con$ronted with! these are B<Krnyei! 255-! 4J.C:

-# consciousness vs unconsciousness I i#e# distinguishing conscious vs unconscious in$luences on human *ehaviour 2# cognition vs affect I i#e# e;%laining in a uni$ied $ramework *oth the cognitive and the a$$ective3emotional in$luences on human *ehaviour /# reduction vs comprehensiveness I i#e# ma%%ing the vast array o$ %otential in$luences on human *ehaviour onto smaller! theoretically driven constructs 0# parallel multiplicity I i#e# accounting $or the inter%lay o$ multi%le %arallel in$luences on human *ehaviour ,# context I i#e# e;%laining the interrelationshi% o$ the individual organism! the individualMs immediate environment and the *roader sociocultural conte;t 2# time I i#e# accounting $or the diachronic nature o$ motivation I that is! conce%tualising a motivation construct with a %rominent tem%oral a;is

Although an ade>uate theory o$ motivation ought to address all these issues! no %sychological theory has even attem%ted to do so# There are! however! some im%ortant ongoing changes in this res%ect: with the gradual decrease o$ the over%owering dominance o$ the cognitive a%%roach in motivation research! a num*er o$ alternative

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%ers%ectives have *een %ut $orward! and there is an increasing tendency to draw u% more *alanced and integrated constructs B<Krnyei! 255-! .C#

2. 3. Theories o! +oti*ation in %sychology There are two $ocal research traditions investigating the causes o$ human *ehaviour in %sychology B<Krnyei! 255-! -=J2=C:

-# motivational psychology! which links *ehaviour to motives stemming $rom human mental %rocesses

2# social psychology! which looks at action in the light o$ a *roader social and inter%ersonal conte;t! as re$lected %rimarily *y the individualMs attitudes

2. 3. 1 E&%ectancy,*alue theories 9nderlying e;%ectancyJvalue theories is the *elie$ that humans are innately active learners with an in*orn curiosity and an urge to get to know their environment and meet challenges! and there$ore the main issue in these value theories is not what motivates learners *ut rather what directs and sha%es their inherent motivation# According to the main %rinci%les o$ e;%ectancyJvalue theories! motivation to %er$orm various tasks is the %roduct o$ two key $actors B<Krnyei! 255-! 25C: J J the individualMs e;%ectancy o$ success in a given task the value the individual attaches to success on that task

The e;%ectancy dimension o$ various theories is associated with the >uestion o$ Can I do this task? 6esearchers have em%hasised a num*er o$ di$$erent $actors that

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determine the e;%ectancy o$ success! and $rom an educational %oint o$ view the most im%ortant as%ects include B<Krnyei! 255-! 2-C: J J J %rocessing one1 %ast e;%eriences Battribution theoryC @udging one1 s own a*ilities and com%etence Bself-efficacy theoryC attem%ting to maintain one1 s sel$Jesteem Bself-worth theoryC

2. 3. 2 -oal theories A great deal o$ early research on general human motivation $ocuses on *asic human needs! the most im%ortant such %aradigm *eing humanistic %sychologist &aslow 1s B-=45C need hierarchy Bwhich distinguishes $ive classes o$ needs: %hysiological! sa$ety! love! esteem! sel$JactualisationC# In current research the conce%t o$ a DneedF has *een re%laced *y the more s%eci$ic construct o$ a goal! which is seen as the DengineF to $ire the action and %rovide the direction in which to act# Accordingly! in goal theories the cognitive %erce%tions o$ goal %ro%erties are seen as the *asis o$ motivational %rocesses# <uring the %ast decade two goal theories have *ecome %articularly in$luential B<Krnyei! 255-! 2,C: -# Goal-setting theory 2# Goal-orientation theory

2. 3. 3 .el!,deter+ination theory Ane o$ the most general and wellJknown distinctions in motivation theories is that o$ intrinsic versus extrinsic motivation# Intrinsic motivation deals with *ehaviour %er$ormed $or its own sake in order to e;%erience %leasure and satis$action! such as the

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@oy o$ doing a %articular activity or satis$ying oneMs curiosity# Oallerand B-==4C and his colleagues have %osited the e;istence o$ three su*ty%es o$ intrinsic motivation B<Krnyei! 255-! 24J2.C: J J J to learn towards achievement to e;%erience stimulation

Some %sychologists argue that itMs %ossi*le to locate and nurture the sense o$ intrinsic motivation in all learners# ?arl 6ogers suggests that the *est way to achieve this is *y *uilding a %ositive relationshi% *etween teacher and learner# Ane o$ his $amous %hrases is Dunconditional %ositive regardF# Ehat he meant *y this is that i$ the teacher is a*le to *uild u% a relationshi% o$ mutual trust with the learner and demonstrate and unconditional acce%tance o$ the learner @ust as he or she is! the learner will $eel su$$iciently sa$e and valued to *egin to develo% his or her $ull %otential! not only as a learner! *ut also as a *alanced and $ul$illed human *eing# This %rocess also re>uires teachers to *e honestly and authentically themselves and not to hide *ehind the role or mask o$ The Teacher BEallace! 2554! /0J/,C#

E;trinsic motivation has traditionally *een seen as something that can undermine intrinsic motivation: several studies have con$irmed that students will lose their natural intrinsic interest in an activity i$ they have to do it to meet some e;trinsic re>uirement B<Krnyei! 255-! 2.C#

&any o$ our actions are %ro*a*ly %rom%ted *y a mi;ture o$ *oth intrinsic and e;trinsic reasons# In considering the relative im%ortance o$ e;trinsic and intrinsic

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motivation to learning! it is likely that most teachers would agree that *oth have a %art to %lay! and are in $act linked BEilliams and "urden! -==4! -2/C#

I do no *elieve that the conce%t o$ intrinsic motivation is $easi*le to serve as the %rimary conce%ts underlying models o$ motivation in education# This conce%t a%%lies *est when %eo%le are $reely engaging in sel$Jchosen activities# 9sually these are %lay or recreational activities rather than work or learning activities B"ro%hy! 2550! -2C# <eci and 6yan B-=.,C re%laced the intrinsic3e;trinsic dichotomy with a more ela*orate construct $ollowing the main %rinci%les o$ what the authors called selfdetermination theory# According to this! various ty%es o$ regulations e;ist and these can *e %laced on a continuum *etween sel$Jdetermined BintrinsicC and controlled Be;trinsicC $orms o$ motivation! de%ending on how DinternalisedF they are# As <eci and 6yan argue! i$ they are su$$iciently sel$Jdetermined and internalised! e;trinsic rewards can *e com*ined with! or can even lead to! intrinsic motivation# Finally! <eci and 6yan 3-=.,C re%ort on consistent $indings that %eo%le will *e more sel$Jdetermined in %er$orming a %articular *ehaviour to the e;tent they have the o%%ortunity to e;%erience B<Krnyei! 255-! 2.C: J J J autonomy Bi#e# e;%eriencing onesel$ as the origin o$ oneMs *ehaviourC com%etence Bi#e# $eeling e$$icacious and having a sense o$ accom%lishmentC relatedness Bi#e# $eeling close to and connected to other individualsC

The theory also mentions a third ty%e o$ motivation! amotivation! which re$ers to the lack o$ any regulation! whether e;trinsic or intrinsic! characterised *y a Dthere is no %oint +F $eeling B<Krnyei! 255-! 24C#

2. 3.

.ocial %sychological theories

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In social %sychology a key tenet is the assum%tion that attitudes e;ert a directive in$luence on *ehaviour since someoneMs attitude towards a target in$luences the overall %attern o$ the %ersonMs res%onses to the target# Two theories in %articular detailing how this %rocess takes %lace have *ecome well known B<Krnyei! 255-! 2=C: ! "he theory of reasoned action BA@Pen and Fish*ein! -=.5C #! "he theory of planned behaviour BA@Pen! -=..C

2.

The teachers/ +oti*ational in!luence The teachers1 role in sha%ing student motivation is @ust as com%le; as that o$ the

%arents# This is so *ecause teachers also act as key $igures! or authorities! who a$$ect the motivational >uality o$ the learning %rocess *y %roviding mentoring! guidance! nurturance! su%%ort and limit setting# The $ocus in research on the motivational im%act o$ teachers has traditionally *een on trying to distil the uni>ue characteristics or traits that distinguished success$ul %ractitioners $rom unsuccess$ul ones# These Dtrait a%%roachesF have *y and large %roved inconclusive *ecause motivational e$$ectiveness a%%ears to *e determined *y an inter%lay o$ several *road $actors Brelated to the teacherMs %ersonality! enthusiasm! %ro$essional knowledge3skills and classroom managerial styleC! whose various com*inations can *e e>ually e$$ective# 'owever! one thing with which every*ody would agree is that teachers are %ower$ul motivational socialisers B<Krnyei! 255-! /,C# A use$ul way o$ organising the multi%le in$luences teachers have on student motivation is *y se%arating $our interrelated dimensions B<Krnyei! 255-! /, J /.C:

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-# "he personal characterises of teachers determine the ra%%ort *etween teacher and students and largely res%onsi*le $or the a$$iliative motive! which re$ers to the students1 need to do well in school in order to %lease the teacher or other su%erordinate $igures#

2# "eacher immediacy has a considera*le e$$ect on student motivation# Immediacy re$ers to the %erceived %hysical and3or %sychological closeness *etween %eo%le! and cumulative results $rom several studies indicate that teachers ver*al and nonJver*al immediacy *ehaviours that reduce the distance *etween teacher and students

/# $ctive motivational socialising behaviour! *y which teacher can e;ert a direct and systematic motivational in$luence *y means o$ actively socialising the learners1 motivation through a%%ro%riate modellingL task %resentations and $eed*ack3reward system#

0# Classroom management: Teachers are in almost total control o$ the running o$ the classroom! including setting and en$orcing rules! esta*lishing %rocedures and organising grou%ing activities# Smoothly running and e$$icient classroom %rocedures enhance the learners1 general wellJ*eing and sense o$ achievement and thus %romote student motivation# Two as%ects o$ the managerial role are %articularly im%ortant: J J setting and maintaining grou% norms the teacherMs ty%e o$ authority Bautonomy su%%orting or controllingC

2. " Moti*ation to learn a !oreign0second language The mastery o$ a L2 is not merely an educational issueL com%ara*le to that o$ the mastery o$ other su*@ect matters! *ut it is also a dee%ly social event that re>uires the

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incor%oration o$ a wide range o$ elements o$ the L2 culture# There has *een a considera*le diversity o$ theories and a%%roaches in the study o$ the motivational determinants o$ second language ac>uisition and use# <e%ending on their research %riorities! scholars have highlighted di$$erent as%ects o$ L2 motivation and! @ust like in the arena o$ mainstream motivational %sychology! $ew attem%ts have *een made to synthesise the various lines o$ en>uiry B<Krnyei! 255-! 02C#

The most in$luential motivation theory in the L2 $ield has *een %ro%osed *y 6o*ert :ardner! who together with his colleagues and associates in ?anada! literally $ounded the $ield# A key issue in :ardner1s B-=.,C motivation theory is the relationshi% *etween motivation and orientation Bwhich is :ardner1s term $or a DgoalFC# It is two orientations la*elled as integrative and instrumental that have *ecome the most widely known conce%ts associated with :ardner1s work in the L2 $ield B<Krnyei! 255-! 04C#

2. # .tudent de+oti*ation The num*er o$ demotivated L2 learners is relatively high# A DdemotivatedF learner is someone who was once motivated *ut has lost his or her commitment3interest $or some reason# Similarly to DdemotivationF! we can also s%eak o$ DdemotivesF! which are the negative counter%art o$ DmotivesF: a motive increases an action tendency whereas a demotive decreases it B<Krnyei! 255-! -0-C#

%emotivation does not mean that all the %ositive in$luences that originally made u% the motivational *asis o$ *ehaviour have *een annulledL rather! it is only the resultant $orce that has *een dam%ened *y a strong negative com%onent! and some other %ositive motives may still remain o%erational B<Krnyei! 255-! -0/C#

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Although the term DdemotivationF is virtually unused in motivational %sychology! a related conce%t! DamotivationF is a constituent o$ <eci and 6yan1s B-=.,C sel$Jdetermination theory# D$motivationF re$ers to a lack o$ motivation caused *y the realisation that Dthere is no %oint+F Thus! DamotivationF is related to general outcome e;%ectations that are unrealistic $or some reason! whereas DdemotivationF is related to s%eci$ic e;ternal causes B<Krnyei! 255-! -0/C#

Stradling et al! %rovide the $ollowing characteristics o$ the Dreluctant learnerF B?ham*ers! -===! 2C: nonJcom%letion o$ assignments lack o$ %ersistence and e;%ectation o$ $ailure when attem%ting new tasks high level o$ de%endency on sym%athetic teachers signs o$ an;iety! $rustration and de$ensive *ehaviour disru%tive or withdrawn *ehaviour a%athetic nonJ%artici%ation in the classroom nonJattendance and %oor attendance $re>uent e;%ression o$ view that school is *oring and irrelevant

2. ' 1our )ig )arriers to +oti*ation Four *ig *arriers to motivation are FearL "oredomL 7revious Negative E;%erience and Lack o$ 'o%e# There is a range o$ strategies to *eat them: 6ewardL

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6elationshi%L 6es%ect and 6aPPmataPP# Ee need to *e a*le to use a com*ination o$ all these strategies! i$ we are to succeed in motivating as many learners as %ossi*le BEallace! 2554! ;iC#

It takes >uite a %ragmatic a%%roach! acknowledging that there will *e some learners whom you may never succeed in motivating# "ut they are a tiny minority! with whom the *est you might achieve is to %revent them $rom undermining the motivation o$ the rest BEallace! 2554! /C# 'ere are some o$ things learners might *e frightened of BEallace! 2554! --C: you *eing ridiculed *y the grou% $or a%%earing clever *eing ridiculed *y the grou% $or a%%earing stu%id discovering theyMre Dnot clever enoughF to do the work *eing ostraciPed *y the grou% $or *reaking rank $ailure drawing any kind o$ attention to themselves in case theyMre asked to do something em*arrassing! like read aloud Band remem*er that at certain ages @ust a*out everything can seem em*arrassingC

There is no dou*t that an;iety a$$ects L2 %er$ormance# &ost scholars would agree with Arnold and "rownMs B-===! %# .C conclusion that DAn;iety is >uite %ossi*ly the a$$ective $actor that most %ervasively o*structs the learning %rocess#F B<Krnyei! 255,! -=.C 'ere are some reasons they might *e bored BEallace! 2554! --C: the work is too easy and isnMt challenging them

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the work is too di$$icult and makes no sense to them other learners are causing disru%tion or slowing down the %ace o$ the lesson the to%ic is *eing taught in an unimaginative! tedious way thereMs not enough learner activity *uilt into the lesson %lan the lesson is a long one with no *reaks theyMre not interested in the to%ic3su*@ect

Their e;%erience o$ learning so $ar may have *een a negative one and so BEallace! 2554! -2C: They come to lessons with no e;%ectation o$ en@oyment# They see themselves as someone $or whom education is irrelevant# They see you! the teacher! as The Enemy! and their disengagement is a $orm o$ sa*otage or aggression# TheyMve discovered in the %ast that Dwinding u%F the teacher is more $un I and as easier o%tion I than getting down to some work# Their %revious e;%erience has given them the im%ression that education or training is a*out teaching rather than learning# Their learning is the teacherMs res%onsi*ility! so as long as youMre doing your *it! why should they have to *otherN

They wonMt *e motivated to engage with learning i$ they think theyMve no ho%e o$ BEallace! 2554! -2C: succeeding in the short term BDcanMt do this taskFC succeeding in the medium term BDwont get this >uali$icationFC

2-

succeeding in the long term BDnever get a good @o*3income etc#FC %raise res%ect en@oyment

Some %ractical strategies $or dealing with &ear BEallace! 2554! -/C: "e a%%roacha*le# <emonstrate a sense o$ humour! *ut make sure i$ you aim it at any*ody it1s only at yoursel$# <onMt %u*licly e;%ose the weakness o$ any individual# ?hallenge the culture that derides DclevernessF# Start $rom where the learners are# ?ultivate a sense o$ team in which the teacher and learners are DusF rather than Dme and themF# <onMt %ur%osely em*arrass anyone#

Some %ractical strategies $or dealing with 'oredom BEallace! 2554! -0C: Identi$y those who want to work! and kee% them engaged# "e dynamic# :o $or ma;imum im%act# Sur%rise them# <onMt always and all the time teach $rom the $ront# 7lan your lesson so thereMs lots o$ learner activity# "uild in $re>uent changes o$ activity or $ocus# <iscover what theyMre interested in! and start there#

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Some %ractical strategies $or dealing with (revious )egative *xperience BEallace! 2554! -0C: As $ar as it1s %ossi*le to do so! make the learning en@oya*le# Take every o%%ortunity to encourage the learners to think o$ themselves as success$ul at learning# Avoid con$lict and *lameL em%hasiPe that teacher and learner are a team# <onMt allow yoursel$ to *e antagoniPed# 6e$use to react to windJu%s# 9se humour to de$lect them#

Some %ractical strategies $or dealing with +oss of ,ope BEallace! 2554! -,C: 7lan your lessons so that tasks are *roken down into doa*le ste%s that learners can have some ho%e o$ succeeding at# Take every o%%ortunity to *oost the learnerMs con$idence# 7raise learners whenever you can# Treat learners with res%ect# Act as though you en@oy teaching them# 7lan your lesson to contain activities that are %otentially en@oya*le $or the learners#

2. ( Moti*ational strategies Motivational strategies are methods and techni>ues to generate and maintain the learners1 motivation and %romote the individualMs goalJrelated *ehaviour# In develo%ing oneMs motivational re%ertoire it is not the >uantity *ut the >uality o$ the selected

2/

strategies that matters# &otivational strategies re$er to those motivational in$luences that are consciously e;erted to achieve some systematic and enduring %ositive e$$ect# Gey units in this %rocessJoriented organisation include B<Krnyei! 255-! 2.C: creating the *asic motivational conditions generating initial motivation maintaining and %rotecting motivation encouraging %ositive retros%ective sel$Jevaluation

&otivational strategies! even those which are generally the most relia*le! are not rockJsolid golden rules! *ut rather suggestions that may work with one teacher or grou% *etter than another! and which may work *etter today than tomorrow B<Krnyei! 255-! /5C#

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3. Research Methodology
This cha%ter de%icts research %ro*lem and research >uestionsL descri%tion o$ the %artici%antsL the choice o$ research tool and methodL use o$ the motivational strategies and analysis o$ the data#

3. 1 Research 2ro)le+ The research %ro*lem has *een de$ined as "he *ffects of -elected Motivational -trategies on -tudent Motivation to 'ecome Gradually More Interested in +##

The research %ro*lem was looking $or an answer that was stated *e$ore the research had *egun# The >uestion was what e$$ects the selected motivational strategies Bthat were a%%lied in a longitudinal e;%erimental researchC had on student motivation to *e more interested in English language#

3. 2 Research 3uestions -C 2C /C To what degree are students interested in the English languageN Ehat are the students1 attitudes towards learning EnglishN Are some o$ the students intrinsically motivated to study English language at the *eginning o$ the researchN 0C Are some o$ the students e;trinsically motivated to study English language at the *eginning o$ the researchN ,C Are some o$ the students demotivated to study English language at the *eginning o$ the researchN 2C Ehat is the source o$ their motivationN

2,

4C .C

Ehat is the source o$ their demotivationN 'ave their attitudes and o%inions changed a$ter a%%lying the motivational strategiesN

=C

Is the num*er o$ intrinsically motivated students the same at the end o$ the researchN

-5C

Is the num*er o$ e;trinsically motivated students the same at the end o$ the researchN

--C

Is the num*er o$ unmotivated students the same at the end o$ the researchN

All -- research >uestions were $ormulated a$ter care$ul reading o$ the %rimary sources $or this thesis# To *e a*le to $ind any di$$erence in the students1 attitudes to studying English! it was necessary to learn what their initial attitudes and motivation or demotivation to study English were# Ehether the students were intrinsically or e;trinsically motivated or demotivated at the *eginning o$ the research was also investigated# The %ossi*le sources o$ their motivation or demotivation were sought a$ter# A$ter a%%lying the selected motivational strategies it was considered crucial $or this thesis to detect i$ there ha%%ened to *e any changes in the students1 attitudes! motivation and demotivation# It was also researched whether there were more intrinsically and e;trinsically motivated and $ewer demotivated students at the end o$ the research#

3. 3 2artici%ants 7artici%ants o$ the research were ?Pech secondary students! aged -, I -4# All o$ them had some %revious e;%erience with learning EnglishL all o$ them had *een learning it at their elementary schools# The res%ondents were $rom two di$$erent grou%s# The $irst

22

sam%le was a grou% o$ -, students o$ *ranch &edical Assistant and the second sam%le were -, students o$ *ranch &edical Lyceum# The students o$ the *ranch &edical Assistant are *eing %re%ared to work as nurses# The students o$ the *ranch &edical Lyceum are su%%osed to continue their studies at medical colleges and universities# At the *eginning o$ the research *oth sam%les were entirely new to me#

3.

Research Tool 8uantitative longitudinal data were collected *y using a 4uestionnaire# Answers

to attitudinal >uestions concerning students1 interest in English language! attitudes toward learning English! intrinsic and e;trinsic motivations to study English! and demotivation to study English were looked $or#

The advantages and disadvantages o$ this measuring tool were taken into account# As <Krnyei highlights the advantages in using >uestionnaires are these: one can collect a huge amount o$ in$ormation in short time! and i$ the >uestionnaire is well constructed! %rocessing the data can also *e $ast and relatively straight$orward! es%ecially *y using some modern com%uter so$tware# 8uestionnaires are also very versatile! which means that they can *e used success$ully with a variety o$ %eo%le in variety o$ situations targeting a variety o$ to%ics B255/! =! -5C# 'owever! as <Krnyei warns! there are some serious limitations such as sim%licity and su%er$iciality o$ answersL unrelia*le and unmotivated res%ondentsL little or no o%%ortunity to correct the res%ondents1 mistakesL social desira*ility *iasL ac>uiescence *iasL halo e$$ect and $atigue e$$ects B255/! -5C# There$ore when the >uestionnaires were administered! e$$ort was made to eliminate the disadvantages o$ >uestionnaires *y e;%laining to the students how im%ortant their answers were#

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3. . 1 Creating5 ad+inistering and %iloting the 4uestionnaire The creation o$ the >uestionnaire was *ased on <Krnyei1s manual .uestionnaires in -econd +anguage /esearch B255/C# It was started *y drawing u% an Ditem %oolF# The sources $or this item %ool were items *orrowed $rom esta*lished >uestionnaires and some items were *ased on %ersonal e;%erience# The items were aimed to *e short and written in sim%le sentences and containing only one >uestion converted into an a$$irmative sentence# Negatively worded items were also included to avoid a res%onse set in which the res%ondents mark only one side o$ a rating scale# No sensitive items were included *ecause they were not necessary# The >uestionnaire contained items o$ di$$erent ty%es and these were clustered together into marked su*J sections#

Closed,ended ite+s were used *ecause the ma@or advantage o$ them is that their coding and ta*ulation is straight$orward and leaves no room $or rater su*@ectivity B<Krnyei! 255/! /,C#

6ikert scales were em%loyed in the >uestionnaire# As <Krnyei e;%lains! Likert scales consist o$ a series o$ statements all o$ which are related to a %articular target and res%ondents are asked to indicate the e;tent to which they agree or disagree with these items *y marking Be#g# circlingC one o$ the res%onses ranging $rom Dstrongly agreeF to strongly disagreeF B255/! /4C#

The language o$ the >uestionnaire was ?Pech to make it com%rehensi*le to the students as their level o$ English was elementary# The instructions were written at the *eginning o$ the >uestionnaire#

2.

A$ter constructing the >uestionnaire they were administered in / %ilot grou%s o$ res%ondents who were similar to the target sam%le to collect $eed*ack a*out how the instrument worked# The %ilot grou%s were ,5 students o$ the same age at the same school! however taught *y di$$erent teachers who were administering the >uestionnaires there#

A$ter %iloting the >uestionnaires item analysis was conducted and some items that did not work %ro%erly were corrected or removed# The most common %ro*lem in the %ilot grou%s was omitting o$ some items *y the students# There$ore the instructions were highlighted when administering the >uestionnaire in the target sam%les#

Ehen administering the >uestionnaire in the target sam%les! $irst the reason $or the research was e;%lained# A$terwards the instructions were read aloud with the students and checked whether they were understood# Ehen collecting the >uestionnaires $rom the students they were thanked and they were in$ormed a*out the %ossi*ility o$ getting the results $rom the research#

3. . 2 Ite+s in the 4uestionnaire $. Interest in English language -# I$ I were visiting an English s%eaking country I would like to *e a*le to s%eak the language o$ the %eo%le# 2# I wish I could s%eak the English language %er$ectly# /# I want to read the literature o$ an English language in the original language rather than a translation# 0# I wish I could read news%a%ers and magaPines in the English language# ,# I$ I %lanned to stay in an English s%eaking country! I would make a great e$$ort to learn the language# 2=

2# I would study the English language in school even i$ it were not re>uired# 4# I en@oy meeting and listening to %eo%le who s%eak the English language# All 4 items regarding interest in English language were *ased on A&T" BThe Attitude3&otivation Test "atteryC *y 6o*ert :ardner B-=.,C# The only di$$erence *eing English language instead o$ :ardnerMs a $oreign language3another language#

B. $ttitudes to7ard 6earning English -# I really en@oy learning English# 2# English is an im%ortant %art o$ the school %rogramme# /# I %lan to learn as much English as %ossi*le# 0# I hate English# ,# I would rather s%end my time on su*@ects other than English# 2# Learning English is a waste o$ time# 4# Ehen I leave school! I shall give u% the study o$ English entirely *ecause I am not interested in it# Also these 4 items were *orrowed $rom AT&" *y 6# :ardner B-=.,C#

C. Intrinsic +oti*ation to study the English language -# I %re$er class work that is challenging so I can learn new things# 2# It is im%ortant $or me to learn what is *eing taught in this class# /# I like what I am learning in this class# 0# Even when I do %oorly on a test I try to learn $rom my mistakes# ,# I think that what I am learning in this class is use$ul $or me to know# 2# I think that what we are learning in this class is interesting# 4# 9nderstanding this su*@ect is im%ortant to me#

/5

.# I have chosen English language *ecause IMve *een to an English s%eaking country and I want to *e a*le to communicate with the %eo%le more# =# I have chosen English language *ecause I like the language# -5# I have chosen English language *ecause I want to *e a*le to communicate with native s%eakers and $oreigners# The $irst 4 items were *orrowed $rom &otivated Strategies $or Learning 8uestionnaire B&SL8C *y 7aul 6# 7intrich and Elisa*eth O# <e :root B-==5C# The items . I -5 were *ased on a discussion with last year students#

8. E&trinsic +oti*ation to study the English language -# The reason why I want to learn the English language is that it will hel% me to get a *etter @o*# 2# The reason why I want to learn the English language is that I want to %lease my %arents# /# The reason why I want to learn the English language is that I will need it $or my university studies# 0# The reason why I want to learn the English language is that I will need it $or working a*road# ,# Studying English is im%ortant to me *ecause other %eo%le will res%ect me more i$ I have knowledge o$ it# 2# The reason why I study the English language is that it is a com%ulsory su*@ect# 4# I have chosen the English language *ecause I did not want to study :erman language# The $irst 0 items were *ased on Qolt n <Krnyei1s "eaching and /esearching Motivation B255-C# The item , was *orrowed $rom A&T" *y 6# :ardner B-=.,C and the items 2J4 were *ased on a discussion with last year students#

/-

E. 8e+oti*ation to study the English language -# I donMt like English *ecause I havenMt got talent $or languages# 2# I donMt like English *ecause I am not good at it# /# I donMt like English *ecause I think that I will not need it# 0# I donMt like English *ecause I think I had *ad teachers# ,# I donMt like English *ecause I think itMs di$$icult# 2# I donMt like English *ecause I donMt understand it# 4# I donMt like English *ecause itMs *oring#

All these item were *ased on a discussion with last year students# The only di$$erence in the items was item E0 where I changed the tenses I at the *eginning o$ the research I used %ast sim%le and at the end %resent sim%le#

3. " Method The research was o$ e&%eri+ental design. As <Krnyei suggests: take a grou% o$ %eo%le! administer some treatment to them and check the outcome B255-! 2/2C# <Krnyei also claims that one recent motivational domain where e;%erimental studies are indis%ensa*le is the testing o$ the e$$ectiveness o$ motivational strategies B255-! 2/2C#

First! the initial state o$ my students1 motivation and their attitudes towards studying English was $ound out *y means o$ a >uestionnaire# Following the research timeta*le Bwhich is %rovided in A%%endi;C and a%%lying -0 selected motivational strategies to a$$ect the students and thus raise their interest to study English were ne;t ste%s# The research took around 25 weeks# At the end o$ the research the same >uestionnaire was administered again to $ind out whether the strategies have had any im%act on the students# /2

3. # 9sed strategies The %rimary theoretical *ackground was the work Motivational -trategies in the +anguage Classroom *y Qolt n <Krnyei B?97! 255-C# <Krnyei %oints out that it is not the >uantity *ut the >uality o$ the selected strategies that matters# 'e advises that rather than trying to ac>uire all the strategies at once! it is more use$ul to take a selective and ste%wise a%%roach! choosing a $ew strategies that would suit my teaching style and learner grou% well B255-! 0C# There$ore the $irst ste% was choosing the strategies and creating a timeta*le to *e instrumental when a%%lying them# The timeta*le was a %oint o$ re$erence in terms o$ the order o$ the strategies# The num*ers o$ the weeks were rather $le;i*le *ecause some days the students were not %resent at school B*ecause o$ various e;tra school activitiesC# &ost o$ the strategies are interJrelated and one does not work without the other! there$ore the timeta*le was created in terms o$ concentrating on the %articular strategy! it did not mean that the other were not em%loyed#

There are /, motivational strategies in the <Krnyei1s manual within $our motivational as%ects# There is an overview o$ the strategies which were and were not included in the research:

-# ?reating the *asic motivational conditions .trategy 1: %emonstrate and talk about your own enthusiasm for the course material0 and how it affects you personally!

This strategy was not included in the research as it will *e included later#

//

.trategy 2:

"ake the students1 learning very seriously!

This strategy was included in the research as it was considered im%ortant#

.trategy 3:

%evelop a personal relationship with your students!

This strategy was assigned num*er one as it was reckoned crucial#

.trategy :

%evelop a collaborative relationship with the students1 parents!

This strategy was not included in the research as the %arents usually see the homeroom teacher#

.trategy ":

Create a pleasant and supportive atmosphere in the classroom!

This strategy was included as it was thought to *e signi$icant#

.trategy #:

(romote the development of group cohesiveness!

This strategy was not incor%orated in the research *ut there was e$$ort made to work on it#

.trategy ':

&ormulate group norms explicitly0 and have them discussed and accepted by the learners!

This strategy was covered as it was regarded necessary#

.trategy (:

,ave the group norms consistently observed!

This strategy was not em*raced in the researchL however it went hand in hand with the %revious strategy#

/0

2# :enerating initial motivation

.trategy :: models!

(romote the learners1 language-related values by presenting peer role

This strategy was not included in the research as it was thought to *e un$easi*le in terms o$ $inding the %eers Bsuch as older studentsC willing to *e the role models#

.trategy 1;: /aise the learners1 intrinsic interest in the +# learning process! This strategy was considered im%ortant and there$ore incor%orated in the research#

.trategy 11: (romote 2integrative3 values by encouraging a positive and openminded disposition towards the +# and its speakers0 and towards foreignness in general! This strategy was not covered as it was %lanned to do so later#

.trategy 12: (romote the students1 awareness of the instrumental values associated with the knowledge of an +#! This strategy was included in the research as it was considered to *e %ractical $or the students#

.trategy 13: Increase the students1 expectancy of success in particular tasks and in learning in general! This strategy was rated critical and there$ore incor%orated in the research#

.trategy 1 : Increase your students1 goal-orientedness by formulating explicit class goals accepted by them! This strategy was le$t out as it was saw un$easi*le *ecause o$ lack o$ time#

/,

.trategy 1": Make the curriculum and the teaching materials relevant to the students! This strategy was included in the research as it was seen necessary to im%lement all the %revious strategies#

.trategy 1#: ,elp to create realistic learner beliefs! This strategy was omitted in the research as it was %lanned $or later#

/# &aintaining and %rotecting motivation .trategy 1': Make learning more stimulating and en4oyable by breaking the monotony of classroom events! This strategy was *elieved to *e crucial and there$ore covered in the research#

.trategy 1(: Make the learning stimulating and en4oyable for the learner by increasing the attractiveness of the tasks! This strategy was also included in the research as the %revious one#

.trategy 1:: Make the learning stimulating and en4oyable for the learners by enlisting them as active task participants! This strategy was omitted in the research although *eing em%loyed $rom time to time# .trategy 2;: (resent and administer tasks in a motivating way! This strategy was considered im%ortant however not incor%orated in the research *ecause o$ lack o$ time#

.trategy 21: 5se goal-setting methods in your classroom! This strategy was le$t out also due to lack o$ time#

/2

.trategy 22: 5se contracting methods with your students to formalise their goal commitment! This strategy was thought to *e carried out later and thus not incor%orated#

.trategy 23: (rovide learners with regular experiences of success! This strategy was not included in the research as it was similar to strategy -/#

.trategy 2 : 'uild your learners1 confidence by providing regular encouragement! "uilding con$idence was seen as an im%ortant %art o$ teaching %ro$ession and there$ore the strategy was included in the research# .trategy 2": ,elp diminish language anxiety by removing or reducing the anxietyprovoking elements in the learning environment! This strategy was seen as signi$icant and there$ore incor%orated in the research#

.trategy 2#: "uild your learners1 con$idence in their learning a*ilities *y teaching them various learner strategies# This strategy was e;cluded as it was thought to carry out later#

.trategy 2': $llow learner to maintain a positive social image while engaged in the learning tasks! Although this strategy was not included in the research it was taken into account# .trategy 2(: Increase student motivation by promoting cooperation among the learners! This strategy was le$t out as there was no time $or its inclusion in the research#

/4

.trategy 2:: Increase student motivation by actively promoting learner autonomy! This strategy was omitted $rom the same reason as the one a*ove#

.trategy 3;: Increase the students1 self-motivating capacity! This strategy was to *e im%lemented later#

0# Encouraging %ositive sel$Jevaluation

.trategy 31: (romote effort attributions in your students! This strategy was e;cluded in the research *ecause o$ lack o$ time#

.trategy 32: (romote students with positive information feedback! In$ormation $eed*ack was regarded crucial and there$ore incor%orated in the research#

.trategy 33: Increase learner satisfaction! Also lack o$ time made this strategy redundant in the research#

.trategy 3 : 6ffer rewards in a motivating manner! This strategy was seen as im%ortant *ut due to lack o$ time not included in the research#

.trategy 3": 9se grades in a motivating manner! reducing as much as %ossi*le their demotivating im%act# This strategy was considered necessary and thus could not *e e;cluded $rom the research#

/.

Following is the descri%tion o$ the use o$ the motivational strategies that were used in the research: 3. #. 1 .TR$TE-< 1: <evelo% a %ersonal relationshi% with your students# ?oncerning a good relationshi% with the students! Qolt n <Krnyei suggests B255-! %# /2C: Teachers who share warm! %ersonal interactions with their students! who res%ond to their concerns in an em%athic manner and who succeed in esta*lishing relationshi%s o$ mutual trust and res%ect with the learner! are more likely to ins%ire them in academic matters than those who have no %ersonal ties with the learners# 'owever! develo%ing a %ersonal relationshi% with the students and achieving their res%ect is easier said than done B255-! /=C#

<evelo%ing a %ersonal relationshi%! as <Krnyei %oints out! is a gradual %rocess *uilt on a $oundation whose com%onents include B255-! 05C: the teacherMs acce%tance o$ the students a*ility to listen and %ay attention to them availa*ility $or %ersonal contact

"he teacher7s acceptance of the students <Krnyei advises that acce%tance involves a nonJ@udgemental %ositive attitude# It is not to *e con$used with a%%rovalL we may acce%t a %erson without necessarily a%%roving o$ everything he3she does B255-! 05C#

/=

$bility to listen and pay attention to the students <Krnyei also suggests that students need to $eel that we %ay %ersonal attention to them# Eith a whole class to look a$ter! we cannot s%end too much time with individual students! *ut there is a whole variety o$ small gestures Bgreet students! remem*er their names! smile at them! ask them a*out their lives outside school! include %ersonal to%ics a*out students etc#C which can convey %ersonal attention B255-! 05C#

$vailability for personal contact <Krnyei recommends giving the students the teacherMs email address! to invite them to see the teacher in her3his o$$ice etc# B255-! 05C From the very *eginning a %ersonal relationshi% was worked on# First! it was started with introducing each other# Then a discussion on learning English $ollowed# The students1 likes and dislikes a*out learning English were elicited# The rules concerning classroom management were introduced Bthe way o$ greeting! the seating %attern! s%eaking ?Pech etc#C# The students were given my email address and were encouraged to contact me when needed#

In sum! esta*lishing a good relationshi% with the students was worked on $rom the start

05

3. #. 2 .TR$TE-< 2: Formulate grou% norms e;%licitly! and have them discussed and acce%ted *y the learners# The students were given a handout with a list o$ rulesL there were si; rules $or the studentsL three rules $or the teacher and $our rules $or every*ody# All rules were agreed on! there were no o*@ections# The conse>uences $or violating these agreed norms were argued as well# The most welcome rules were the rules $or the teacher# The *est acce%ted rule was that there would always *e advance notice o$ a test#

The *asis $or the norms was ins%ired *y Qolt n <Krnyei1s set o$ class rules B255-! ta*le ,! %age 02C#

"he rules for the students The rules $or the students were as $ollows: to *e %unctualL always do homeworkL a%ologise at the *eginning o$ the class in case o$ not having the homeworkL some e;tra work in case o$ not having the homeworkL s%eak only English# They were allowed not to have homework once a termL otherwise they would have to read a %a%er *y heart in $ront o$ the whole class or to create an activity on a relevant to%ic $or their %eers# Students missing longer than a week due to illness were e;cused $or not having their homework# 'owever! they were encouraged to email the teacher and ask a*out the homework#

"he rules for the teacher To $inish classes on timeL to mark tests within a weekL to give advance notice o$ a test#

0-

"he rules for everybody The rules $or every*ody included: to listen to each otherL to hel% each otherL to res%ect each otherMs ideasL not to make $un o$ each other#

The students had to *e constantly reminded o$ the $ollowing: not to s%eak ?PechL a%ologise in case o$ not having the homeworkL not to make $un o$ each other and listen to each other#

In sum! constructive grou% norms in *oth grou%s were esta*lished# The rules were introduced! discussed and acce%ted *y the students# Attention was %aid to the en$orcement o$ the esta*lished norms in all classes and the grou% norms were o*served consistently all the time#

02

3. #. 3 .TR$TE-< 3: ?reate a %leasant and su%%ortive atmos%here in the classroom# Language learning is! as <Krnyei states! one o$ the most $aceJthreatening school su*@ects *ecause o$ the %ressure o$ having to o%erate using a rather limited language code B255-! 05C# Language an;iety has *een $ound! as mentioned *y <Krnyei! to *e a %ower$ul $actor hindering L2 learning achievement B255-! 05C# The recommended solution is to create a %leasant and su%%ortive classroom atmos%here B<Krnyei! 05C#

A lot o$ e$$ort was made to create such an atmos%here to ena*le the learners to $eel sa$e in the classes! and to *e at ease#

The learners were encouraged to ask >uestions whenever they didnMt understand# It was e;%lained that mistakes are im%ortant when learning a languageL they were not corrected when %ractising $luency only when %ractising accuracy# Instructions were always checked! attention was %aid to each student#

The %sychological environment o$ the classroom! as argued *y <Krnyei! is made u% o$ a num*er o$ di$$erent com%onents B255-! 0-C: teacherMs ra%%ort with the students students1 relationshi% with each other the use o$ humour

"eacher7s rapport with the students The teacherMs ra%%ort with the students was worked on $rom the very *eginning! as descri*ed in the motivational strategy -# All o$ the learners were acce%ted e>uallyL

0/

they were listened toL attention was %aid to all o$ them and availa*ility $or %ersonal contact was o$$ered#

-tudents1 relationship with each other The students1 relationshi% with each other was considered highly im%ortant# Some o$ the learners had to *e disci%lined when making $un o$ the other students or when la*elling them#

As <Krnyei argues! there are two very im%ortant as%ects o$ grou% dynamics that have direct motivational *earings: group cohesiveness and group norms B255-! 0/C#

Group cohesiveness A cohesive learner grou%! as stated *y <Krnyei is one which is DtogetherFL in which learners are ha%%y to *elong to# ?ohesiveness is o$ten mani$ested *y mem*ers seeking each other out! %roviding mutual su%%ort and making each other welcome in the grou% B255-! 0/C#

The learners were encouraged to learn a*out each other# They were hel%ed to get to know each other *etter *y including s%ecial DiceJ*reaking activitiesF and *y %ersonalising certain language tasks# Activities such as %air work and small grou% work were included to allow the students to come into contact and interact with one another# The seating %attern was changed Bsitting in a circleC to *ring the grou% closer! to ena*le every*ody to see their %eers and thus communicate *etter#

00

Group norms The second as%ect o$ the grou% dynamics J grou% norms J is descri*ed in the motivational strategy 2#

"he use of humour 'umour in the classroom was used and encouraged# The main %oint a*out having humour! as stated *y <Krnyei! in the classroom is not so much a*out continuously cracking @okes *ut rather having a rela;ed attitude a*out how seriously we take ourselves B255-! 0-C# I$ students can sense that the teacher allows a healthy degree o$ sel$Jmockery and does not treat school as the most hallowed o$ all %laces! the @okes will come B<Krnyei! 0-C#

In sum! attention was %aid to create a %leasant and su%%ortive atmos%here in the classroom *y working on the teacherMs ra%%ort with the learners and on their relationshi%s among themselves#

0,

3. #.

.TR$TE-< : 6aise the learners1 intrinsic interest in the L2 learning %rocess# As <Krnyei and Schmidt assert! intrinsic orientations re$er to reasons $or L2

learning that are derived $rom oneMs inherent %leasure and interest in the activityL the activity is undertaken *ecause o$ the s%ontaneous satis$action that is associated with it B255-! 0,C#

It was considered to *e im%ortant to generate the learners1 intrinsic interest in learning English *ecause some o$ the students! as the results or the research show! were either demotivated to study the language or only e;trinsically motivatedL they were very much interested in good grades! which could *e @udged *y their comments#

&ost o$ the students were used to B$rom their elementary schoolsC memoriPing words and grammatical rules Bthis was stated *y them in a discussion on this to%icC *ecause o$ tests# Instead o$ memoriPing lists o$ words they were taught new words $rom articles which had *een read and discussed and $rom song te;ts which had *een listened to# They were also encouraged to try to understand their $avourite songs when listening to the radio to show them the im%ortance o$ grammar which a%%ears not only in their course *ooks *ut also in the songs# They were advised to watch their $avourite music videos on RouTu*e with lyrics#

To arouse their curiosity in the language the students were encouraged to translate the songs we had listened to at home# The students were also encouraged to watch $ilms in English language with ?Pech and English su*titles#

02

In sum! the students were shown that studying English language can *e %leasant and their in>uisitiveness in the language was highly su%%orted#

04

3. #. " .TR$TE-< ": 7romote the students1 awareness o$ the instrumental values associated with the knowledge o$ an L2# Instrumental values! as <Krnyei states! are related to the %erceived %ractical! %ragmatic *ene$its that the mastery o$ the L2 might *ring a*out such as B255-! ,,C: earning e;tra money getting a %romotion %ursuing $urther studies where the L2 is a re>uirement im%roving oneMs social %osition %ursuing ho**ies and other leisure activities which re>uire the language Be#g# com%utingC

Senni$er Alison claims B-==/C B<Krnyei! 255-! ,,C: DIt is o$ten di$$icult to motivate these %u%ils with the $act that one day they may visit the country# I don7t want to go there anyway is a common retort#F

This assertion was also heard $rom some o$ the learners and it was regarded di$$icult to convince them that one day the knowledge o$ the language might *e really use$ul#

Advantages o$ knowing the language were discussed with the learnersL the research shows that some o$ the students are aware o$ the $act that i$ they know the language! it can hel% them get a good @o*#

0.

<iscussions on knowing the language were included $rom time to time# The learners were encouraged to seek the com%any o$ English s%eaking %eo%le on the internet#

In sum! discussions on the use$ulness o$ knowing English language were included and some real li$e e;am%les were %rovided#

0=

3. . # .TR$TE-< #: Increase the students1 e;%ectancy o$ success in %articular tasks and in learning in general As <Krnyei em%hasiPes! we do things *est i$ we *elieve we can succeed# Similarly! we learn *est when we e;%ect success# E;%ectancy o$ success is not enough in itsel$ i$ it is not accom%anied *y %ositive valuesL we are unlikely to initiate a task! even i$ we e;%ect to succeed in it! that we do not en@oy and that does not lead to valued outcomes# A %otentially $ruit$ul area o$ motivating learners is to increase their e;%ectancies *y consciously arranging the conditions in a way that they %ut the learner in a more %ositive or o%timistic mood# "esides the o*vious %rere>uisite that we should not give learners tasks that are too di$$icult $or them! there are several other methods $or achieving heightened success e;%ectations B255-! ,4C: 7rovide su$$icient %re%aration# A$$er assistance# Let students hel% each other# &ake the success criteria as clear as %ossi*le# ?onsider and remove %otential o*stacles to success#

(rovide sufficient preparation "e$ore writing a test or doing an e;ercise! some %reJtest and %reJtask activities were included and thus the new %iece o$ language was revised#

6ffer assistance The learners were encouraged to ask $or hel% whenever they needed it# The learners were monitored when doing e;ercises and various activities to see whether they

,5

knew what to do and to see how they were doing# 'el% outside the classroom was also o$$ered#

+et students help each other Ehen %ractising a new %iece o$ language! the learners were encouraged to work together with their %eers! they were led to coo%erate and thus learn $rom each other# 'owever! students were not $orced to work with others i$ they did not wish to do so#

Make the success criteria as clear as possible The learners were in$ormed a*out the success criteria# They knew when there would *e a testL they were always given advance notice# The learners were also well in$ormed a*out the content o$ the tests and the grading system# The learners were o$ten encouraged to ask $or some e;tra homework to *e more success$ul in the %ros%ective tests#

Consider and remove potential obstacles to success Every e$$ort was made to remove %otential o*stacles to success such as a lack o$ time when writing a test! no time limit was set#

In sum! certain strategies regarding %re%arationL assistance and criteria were accom%lished to ena*le the learners to succeed in %articular tasks#

,-

3. #. ' .TR$TE-< ': Take the students1 learning very seriously# As <Krnyei argues! i$ students can sense that the teacher doesnMt care! this %erce%tion is the $astest way to undermine their motivation# The s%iritual Band sometimes %hysicalC a*sence o$ the teacher sends such a %ower$ul message o$ DIt doesnMt matterTF to the students! that every*ody! even the most dedicated ones! are likely to *e a$$ected and *ecome demoralised B255-! /0C# <Krnyei suggests: It is im%ortant that every*ody in the classroom should *e aware that you careL that you are not there @ust $or the salaryL that it is im%ortant $or you that your students succeedL that you are ready to work @ust as hard as the students towards this success B255-! /0C#

As <Krnyei suggests! the $ollowing were em%loyed B255-! /0C: A$$ering to meet students individually to e;%lain things# ?orrecting tests and %a%ers %rom%tly# Encouraging e;tra assignments and o$$ering to assist with these# Showing concern when things arenMt going well#

6ffering to meet students individually to explain things Each lesson the learners were encouraged to ask a*out things they didnMt understand either in the class or *y email#

Correcting tests and papers promptly The rules esta*lished at the *eginning o$ the year $or the teacher were $ollowed and the tests and homework were corrected within a week as agreed#

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*ncouraging extra assignments and offering to assist with these The learners were continually encouraged to ask a*out things unclear to them and to do e;tra homework# The e;tra homework corres%onded to what was done at school# Students who %er$ormed *adly on tests were encouraged via a note on the test to ask $or e;tra work on the to%ic# The learners1 emails were generally answered within two days# All e;tra work was corrected and suggestions $or im%rovement were %rovided# Tailor made tasks were %rovided $or students who asked $or them#

-howing concern when things aren7t going well S%ecial attention was %aid to those students who were showing no signs o$ im%rovement# This was done *y s%eaking to the students a$ter class and writing detailed comments on their work# 'owever! as Susan Eallace comments! unlimited hel% will not always make a di$$erence: +it takes >uite a %ragmatic a%%roach! acknowledging that there will *e some learners whom you may never succeed in motivating# "ut they are a tiny minority! with whom the *est you might achieve is to %revent them $rom undermining the motivation o$ the rest#F B2554! /C

-howing interest in their opinions At the end o$ the $irst term Bin SanuaryC! a very short and sim%le >uestionnaire was administered asking the learners what they liked and disliked in their English lessons so $ar and what they would change# This tried to show the students that their o%inions count#

In sum! every e$$ort was made to show the students that their learning is taken seriously#

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3. #. ( .TR$TE-< (: &ake the teaching materials relevant to the students# As <Krnyei1s argues! one o$ the most demotivating $actors $or learners is learning something that they cannot see the %oint o$ *ecause it has no seeming relevance whatsoever to their lives B255-! 2/C# Students will not *e motivated to learn! as <Krnyei %oints out! unless they regard the material they are taught as worth learning B255-! 2/C#

As "ro%hy states! most schools1 curricular to%ics and learning activities are selected %rimarily on the *asis o$ what society *elieves students need to learn! not on the *asis o$ what students would chose i$ given the o%%ortunity to do so B-==.C#

Qolt n <Krnyei claims that in countries where there is a s%ecial em%hasis on achievement standards in school! there is increased %ressure on teachers to %re%are their learners to take language e;ams as $ast as %ossi*le# &any teachers res%ond to this %ressure *y narrowing the curriculum and teaching to the test# :iven that the vast ma@ority o$ language e;ams and test $ail to assess real communicative language content! teaching communicative skills *ecomes3remains a neglected com%onent in many L2 classrooms regardless o$ the un>uestiona*le $act that most learners learn an L2 with the %ur%ose o$ *eing a*le to communicate in it B255-! 2/C#

The ?Pech &inistry o$ Education issues a curriculum that must *e $ollowed# The curriculum $or English language $or secondary schools $ollows ?ommon Euro%ean Framework o$ 6e$erence $or Languages that has 2 levels BA-L A2L "-L "2L ?-L ?2C# The learners *eing used in this research should re>uire level "-# At the *eginning o$ each

,0

school year a year %lan $or each class must *e created# The %lan $ollows the course *ook and has to cover curriculum given *y the ?Pech &inistry o$ Education#

The teaching o$ the new learners was started *y carrying out a needs analysis *y means o$ interviews and short tests to $ind out what was needed and wanted in English classes# The ma@ority e;%ressed the desire to use songs more in the classroom# As concerns the language itsel$! the grou%s were not e>ual in their a*ility# The level o$ the studentsM English in grou% A was similar there$ore starting $rom the *eginning was agreed u%on *y all# In contrast! grou% E was a mi;ed a*ility class there$ore the more advanced learners were asked to *e %atient and acce%t a slower %ace#

"oth grou%s were to *e taught according to Matrix &oundation BA;$ord! 255,C# In *nglish Starter BA;$ord! 2552C! &un with Grammar BSuPanne E# Eoodward! 7rentice 'all 6egents! -==4C! *ssential Grammar in 5se B6aymond &ur%hy! 'elen Naylor! ?am*ridge 9niversity 7ress! -==4C and 'ridge Bthe English magaPine $or studentsC were also used#

Matrix &oundation develo%s grammar! voca*ulary and the $our main skills within an e;am conte;t# Each unit is themeJrelated! the themes are: <aily li$e! ordinary homesL TravelL Science and technologyL the Earth and s%aceL Families and $riendsL Eork and @o*sL &usicL ItMs a challengeL S%ortL Adverts and inventions# The authors claim that the to%ics are chosen $or their a%%eal to -2J-= yearJolds#

Attention was %aid to the to%ics o$ articles chosen# The students! %redominantly girls! were reluctant to read articles dealing with! $or e;am%le! com%uters and arti$icial

,,

intelligence e#g# D"a*y 'alF B&atri; Foundation! 9nit /! %# /5C# Ehen a to%ic o$ interest was chosen a lively discussion $ollowed# The cha%ters used in class were care$ully selected *ased on the learners1 interests# Although the grammar covered in the course *ook was su$$icient it still had to *e su%%lemented with material $rom &un with Grammar B$or various $un activitiesC and *ssential Grammar in 5se B$or more e;am%les and more %ractiseC#

In sum! making the teaching materials relevant to the learners! means *ringing di$$erent articles! %ictures! doing various D$unF activities on the related to%ic! and also *ringing more e;ercises according their needs#

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3. #. : .TR$TE-< :: &ake learning more stimulating and en@oya*le *y *reaking the monotony o$ classroom events# 3. #. 1; .TR$TE-< 1;: &ake learning more stimulating and en@oya*le *y increasing the attractiveness o$ the tasks# <Krnyei suggests: %eo%le are usually >uite willing to s%end a great deal o$ time thinking and learning while %ursuing activities they en@oy# Learning does not necessarily have to *e a *oring and tedious chore# I$ we could somehow make the learning %rocess more stimulating and en@oya*le! that would greatly contri*ute to sustained learner involvement# This is an assum%tion that most motivational %sychologists su*scri*e to and which also makes a lot o$ sense to classroom teachers I indeed! many %ractitioners would sim%ly e>uate the ad@ective DmotivatingF with DinterestingFB255-! 42C#

"oth theoreticians and %ractitioners! as <Krnyei states! agree on the im%ortance o$ making learning stimulating and en@oya*le# Availa*le research indicates that the general characteristic o$ classroom learning is usually @ust the o%%osite: unglamorous and drudgeryJlike# There are several reasons why it is so B255-! 42C: &any teachers Band also studentsC share the *elie$ that serious learning is su%%osed to *e hard work! and i$ it is en@oya*le! it is dou*t$ul that it is serious or signi$icant# Indeed! as 6a$$ini B-==2: IIC summarises well! Dtoo o$ten the word Den@oya*leF has a *ad re%utation in schoolF# Eith increasing %ressures on teachers to cover the curriculum and to %re%are students $or tests and e;ams! their em%hasis inevita*ly shi$ts $rom the %rocess I the e;tent o$ learner involvement and en@oyment I to the %roduct! that is! to %roducing $ast and tangi*le outcomes#

,4

Not all assignments can *e $ully engaging# Ee have to teach the whole curriculum and certain %arts are *ound to *e less attractive $or the students than others# ?ovington and Teel B-==2:=5C %oint out that we teachers are not in the entertainment *usiness! and cannot *e e;%ected to turn everything into $un#

School learning includes a lot o$ seatwork# This is in s%ite o$ the $act that most school learners are in the most active %hase o$ their %hysical develo%ment and $ind it e;tremely di$$icult to s%end most o$ the working day %ractically motionless#

As <Krnyei encourages us! there are three main ty%es o$ motivational strategies that have *een $ound to *e e$$ective in livening u% classroom learning# These are B255-! 4/C:

*reaking the monotony o$ learning making the tasks more interesting increasing the involvement o$ the students

'reaking the monotony of learning In order to *reak the monotony o$ learning a variety o$ tasks were tackled in a lesson e#g# a grammar task $ollowed *y a listening taskL or a s%eaking task $ollowed *y a task $ocusing on writing# E$$ort was made to vary the language tasks and to *reak $amiliar routines in the classes# <Krnyei recommends concentrating on the organisational $ormat B255-! 40C and thus varying wholeJclass tasks! %air work and individual work were im%lemented# As <Krnyei advises! e$$ort to vary the channel o$ communication was made: varying auditory and visual modes o$ dealing with learning B255-! 4/C# 9%JtoJdate

,.

%ictures $rom news%a%ers and magaPines were usedL RouTu*e was used which is a use$ul tool $or *oth auditory and visual %ractice# The learners werenMt told in advance that there would *e a game! a $ilm or a song activity ne;t class to sur%rise them#

Making the tasks more interesting It was strived to make the tasks interesting to %revent the students to *e *ored! e#g# *y using contem%orary materials! which hel%s the learners to relate to the tasks! and *y %ersonaliPing the tasks#

There was e$$ort made not to em%loy the same games and activities! instead! new and di$$erent activities! which were un$amiliar or totally une;%ected! were used to eliminate *oredom# A use$ul source was a *ook *y SuPanne E# Eoodward called Fun with :rammar B7rentice 'all 6egents! -==4C where hundreds o$ communicative activities $or all levels and various materials can *e $ound# The author hersel$ says that the intention o$ the *ook is to D@aPP u%F ESL classes#

Increasing student involvement As <Krnyei claims! %eo%le usually en@oy a task i$ they %lay an essential %art in it B255-! 4,C# Thus e$$ort was made to create learning situations where learners were re>uired to *ecome active %artici%ants# Ehen %laying a game! all learners were involved# Attention was also %aid to all the learners# The less active learners were care$ully monitored to make sure they were %artici%ating#

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In sum! it was sometimes e;%lained to the learners that some e;ercise couldnMt *e more e;citing! and the utility o$ the new %iece o$ language was discussed with them# From time to time some $un activities! games! songs! music videos! $ilms and documentary $ilms were used in classes#

25

3. #. 11 .TR$TE-< 11: "uild your learners1 con$idence *y %roviding regular encouragement# Sel$Jesteem and sel$Jcon$idence are social %roducts! as <Krnyei claims! which mean that they are created and sha%ed *y the %eo%le around us# Starting when we are young children! our identities evolve to a great e;tent $rom the $eed*ack we receive# There$ore! the o%inion o$ signi$icant $igures! such as the teacher! %lays an im%ortant role in rein$orcing Bor reducingC our sel$Jimage B255-! =5C#

Sames 6a$$ini says: DSel$Jesteem grows $rom the *elie$s o$ others# Ehen teachers *elieve in students! students *elieve in themselves# Ehen those you res%ect think you can! you think you can B-==/:-04C B<Krnyei! 255-! =5C#

<Krnyei asserts that it is the %ositive %ersuasive e;%ression o$ the *elie$ that someone has the ca%a*ility o$ achieving a certain goal# It can e;%licitly make the learner aware o$ their %ersonal strengths and a*ilities! or it can indirectly communicate that we trust the %erson# Indeed! sometimes a small %ersonal word o$ encouragement will su$$ice# Some students need regular encouragement more than others# A show o$ $aith can have a %ower$ul e$$ect on them! and can kee% them going! even against the odds! to demonstrate what they are ca%a*le o$ doing B255-! =53=-C#

"oth the slower and the more advanced learners were encouraged# This was done *y writing them notes on their tests! saying Dgood @o*! well doneF etc#! talking to them and in a nonver*al way Bwith a look or smileC# The learners who im%roved were %raised and the ones who didnMt make %rogress were encourage to seek some hel%# The *ad results o$ some students were never commented on in $ront o$ the class# The

2-

learners who didnMt do well in some tests! *ut had! however! %re%ared $or them! were told not to give u%#

Also those rather %assive learners were %raised $or their %artici%ation and contri*utions in class#

In sum! regular encouragement o$ the learners was considered very im%ortant and when there was an o%%ortunity to encourage them! either ver*ally! nonJver*ally or on %a%er! they were encouraged#

22

3. #. 12 .TR$TE-< 12: 'el% diminish language an;iety *y removing or reducing the an;ietyJ%rovoking elements in the learning environment# The language classroom is an inherently $aceJthreatening environment! as <Krnyei stresses! with learners *eing e;%ected to communicate using a severely restricted language code# As a result! language mistakes o$ various sorts a*ound in the learners1 s%eech and the communicative content is o$ten well *elow the level o$ their intellectual maturity# This is $urther augmented *y the general a%%rehension associated with the grading system and the unease caused *y the %u*lic nature o$ most teacherJ student interaction B255-! =5C#

<Krnyei advises that *y reducing or removing the $actors that can lead to an;iety and $ear we can turn the language classroom into an Dan;ietyJ$ree PoneF B255-! =-C# 'e also stresses that i$ the class has a generally warm and su%%ortive climate! we are already hal$way there# <Krnyei suggests these issues to $ocus on B255-! =2C:

social com%arison com%etition mistakes tests and assessment

-ocial comparison Social com%arison was avoided *etween the learners *y not %ronouncing their grades %u*licly# The learners who received good grades were %raised with a note on their tests and on the other hand those with %oor results were advised to work harder

2/

also *y means o$ a note# Ehen creating %ostcards! %osters etc# all works were dis%layed on the *oard! not only the *est ones#

Competition ?oo%eration to com%etition was %re$erred among the learners# Ehen working on a task! they were encouraged to work in %airs instead o$ waiting $or the $irst one# They were taught to learn $rom their %eers# E$$ort was made not to stress the learners# The learners com%eted only in games or activities that were not taken seriously#

Mistakes As <Krnyei claims! a third ma@or source o$ an;iety is the $ear o$ making mistakes# In a language class this $ear is so strong in some students that they are %ractically determined to stay silent rather than risk committing a grammatical error B255-! =/C# There$ore not all mistakes %ronounced *y the learners were corrected# The issue o$ mistakes was discussed with the learners! they were told a*out %ractising accuracy and $luency to *e aware o$ the di$$erence *etween mistakes they make when s%eaking Bwhen it was not a controlled %racticeC and mistakes in a test! which is $ocused on accuracy#

"ests and assessment "eing assessed! as <Krnyei states! is inevita*ly an;ietyJ%rovoking B255-! =2C# Thus the learners were always told a*out the coming test and in$ormation on its content# Ehen writing a test! the learners were given %lenty o$ time so that even the slowest students could $inish com$orta*ly# There was always a warmer! which related to the

20

content o$ the test! *e$ore each test# The learners were in$ormed a*out the grading system#

In sum! e$$ort was made to diminish language an;iety *y avoiding social com%arisonL *y %romoting coo%erationL *y hel%ing learners to acce%t the $act that mistakes are an im%ortant %art in learning a language and *y making the tests DclearF#

2,

3. #. 13 .TR$TE-< 13: 7rovide students with %ositive in$ormation $eed*ack <Krnyei asserts that *esides grades! it is the $eed*ack we give our students in class or on their written %a%ers that has the most salient role in *ringing a*out changes in their learning *ehaviours# 'owever! $rom a motivational %ers%ective not every ty%e o$ $eed*ack is e>ually e$$ective and on occasions! i$ we are not care$ul enough! our comments might *e counter%roductive# Feed*ack is an essential ingredient o$ learning B255-! -22C#

Ford calls this the DFeed*ack 7rinci%leF! stating that %eo%le sim%ly cannot continue to make %rogress toward their %ersonal goals in the a*sence o$ relevant $eed*ack in$ormation# Ehen there is no $eed*ack! it is easy $or goals I even im%ortant goals I to lose salience and %riority! and eventually end u% Don the shel$F B-==2C B<Krnyei! 255-! -22C#

There are three im%ortant things! which <Krnyei highlights! concerning $eed*ack B255-! -2/C: -C Feed*ack can have I when it is due and a%%ro%riate I a grati$ying $unction! that is! *y o$$ering %raise it can increase learner satis$action and li$t the learning s%irit# 2C "y communicating trust and encouragement! $eed*ack can %romote a %ositive sel$Jconce%t and sel$Jcon$idence in the student# /C &otivational $eed*ack should %rom%t the learner to re$lect constructively on areas that need im%rovement and identi$y things that he3she can do to increase the e$$ectiveness o$ learning#

22

(ositive information feedback As <Krnyei claims! %ositive in$ormation $eed*ack involves %ositive! descri%tive $eed*ack regarding student strengths! achievements! %rogress and attitudes# This $eed*ack %rovides students with in$ormation rather than @udgements against e;ternal standards or %eer achievement B255-! =/C#

There$ore! a studentMs %oor test score was never com%ared to the average score o$ the classL nor the need to work harder to *e a*le to catch u% with the others was stressed# Instead! the %oor score was rather com%ared to his3her %revious results to demonstrate his3her Ba lack o$C %rogress# Ehen talking to the learner with *ad results! he3she was told that he3she could do *etter *ut that he3she needed to *e more hardJ working# 'is3her strong >ualities were mentioned! $or e;am%le that she3he was an active student or that she3he did the homework# Ehen giving $eed*ack to *oth hardJworking and less hardJworking students! the interview was always started with %ositive evaluation o$ his3her %er$ormance in classes#

In addition! %ity a$ter a learnerMs $ailure was never e;%ressedL the learner was rather encouraged to try again# An the other hand! the learners were not always %raised! es%ecially not a$ter success in easy tasks# The $eed*ack was also given concerning their homework# ?ontentment was e;%ressed when they *rought their work! and on the other hand disa%%ointment and %unishment $ollowed when not *ringing the homework#

In sum! e$$ort was made to give the learners1 %ositive and descri%tive in$ormation $eed*ack when a%%ro%riate#

24

3. #. 1 .TR$TE-< 1 : 9se grades in a motivating manner! reducing as much as %ossi*le their demotivating im%act# ?ovington and Teel %oint out that $or motivational %sychologists DgradeF is de$initely a D$ourJletter wordF# :rades are seen as the ultimate D*addiesF! re%resenting everything that is wrong with contem%orary education! with its em%hasis on the %roduct rather than on the %rocess! and with its %reoccu%ation with com%aring! rank ordering and %igeonJholing students rather than acce%ting them on their individual merits# "ecause o$ their ultimate im%ortance in every $acet o$ the education system! grades $re>uently *ecome e>uated in the minds o$ school children with a sense o$ sel$JworthL that is! they consider themselves only as worthy as their schoolJrelated achievements! regardless o$ their %ersonal characteristics such as *eing loving! good or courageous B-==2C B<Krnyei! 255-! -/-C#

It was o*served that some o$ the learners were concerned very with good grades and $or some o$ them grades other than As were inadmissi*le# The idea that grades are im%ortant *ut the knowledge o$ the su*@ect matter is even more im%ortant was strived to *e conveyed *y demonstrated e;am%les $rom own e;%erience#

There are many concerns! as "ro%hy highlights! a*out grades and grading that are o$ten mentioned *y teachers and researchers B-==.C B<Krnyei! 255-! -/-C: :etting good grades can *ecome more im%ortant than learningL grades tend to $ocus students1 attention on concerns a*out meeting demands success$ully rather than on any %ersonal *ene$its that they might derive $rom the learning e;%erience#

2.

:rades may %ut students and teachers into two o%%osite cam%s and o$ten make it di$$icult $or teachers to $ollow modern! studentJcentred %rinci%les#

:rades may encourage cheating or uncritical student com%liance! since learners may *e under e;treme %ressure to live u% to the set standards# Furthermore! grades o$ten re$lect the teacherMs %erce%tion o$ a studentMs com%liance or good *ehaviour rather than academic merit#

:rades are o$ten highly su*@ective and sometimes are not a%%lied $or the right reasons# For e;am%le! in the $ield o$ language education! test scores rarely re$lect the level o$ communicative com%etence#

:rades tend to aggravate social ine>uality as the strong get stronger and the weak get weaker#

:rades tend to $ocus students1 attention on a*ility rather than e$$ort# The knowledge o$ *eing assessed increase student an;iety#

Some strategies to use grades in a motivating manner! as <Krnyei o$$ers! were im%lemented B255-! -/2C:

There was e$$ort made to make the rating system a*solutely trans%arent *y e;%laining the system to the students# There were many short tests to give the learners1 more chances to im%rove their grades# The learners knew that there were always ten items either in a voca*ulary test or in a grammar one# I$ they made one mistake! they still got AL i$ they had hal$ o$ the test correct! they received ?J BA *eing the *est grade! E *eing the lowestC# Ance a term the learners had to write a long test! which was assessed according to a scale! which was a%%roved *y the headmaster and they were e;%lained the system Bhow many %ercents they needed to receive to get A! "! ? etc#C#

2=

Ehen marking written assignments! grades were com%lemented with comments that delivered %raise and suggestions $or im%rovement#

Every e$$ort was made to make the grades re$lect as much as %ossi*le! the studentMs relative im%rovement#

The learners were involved in the %rocess o$ ongoing evaluation# For e;am%le! when a student should have *een given ? as a $inal grade yet it was o*vious that she3he tried hard! always *rought homework! regularly did the e;tra homework! he3she %artici%ated in the lessons! there$ore it was decided that to give him3her "#

The rating was also com%lemented *y the students1 sel$Jassessment# This was a%%lied when deciding u%on their $inal grade# "e$ore discussing the $inal grades! they were asked i$ they wanted to discuss it in $ront o$ each other or outside the classroom# The learners were talked to individually and were asked what grade they deserved! and whether they could have a *etter one and what was necessary to do to achieve it# The learners were welcome to disagree with the teacherMs evaluation on condition that they had valid arguments#

In sum e$$ort was made to use grades in a motivating manner *y making the assessment system clearL *y allowing students to e;%ress their disagreements on the gradesL *y commenting on their resultsL *y making sure that grades re$lect their e$$ortL *y a%%lying continuous assessment and *y negotiating the grades with the students#

45

3. ' $nalysis o! the data To manage to analyse the data Qolt n <Krnyei1s manual .uestionnaire in -econd +anguage /esearch BLEA! 255/C was $ollowed# A$ter collecting the data each >uestionnaire was given a uni>ue identi$ication code# 8uestionnaires coming $rom the same grou% Bsame classC were ke%t together and marked with a s%ecial code# To %rocess the items it was necessary to key the answers into an E;cel $ile# The coding $rame was not necessary to create as the res%onses were already assigned a num*er with a certain value B- I strongly agree! 2 I agree! / I not sure! 0 I disagree! , I strongly disagreeC# "e$ore the statistical analyses the data were cleaned Bim%ossi*le data and incorrectly entered values were correctedC# <escri%tive statistics in S7SS %rogramme was em%loyed to analyse the data# The means! cross ta*ulations and standard deviation o$ the results were calculated# The ta*les and charts are %rovided in A%%endi; -#

4-

. Results o! the research

In this section general results o$ the research and answers to research >uestions are %resented#

. 1 -eneral re%ort
The students1 o%inions and attitudes in Se%tem*er 2554! which was the *eginning o$ the research! and in Fe*ruary 255.! which was the end o$ the research are %resented in this section# The o%inions marked *y the students as either DI strongly agreeF or DI strongly disagreeF are given here *ecause these two o%tions were considered signi$icant# In some cases the answer DI agreeF is %resented *ecause it was considered also relevant# 'owever! all students1 answers are to *e $ound in A%%endi;! ta*le - Bcross ta*ulationsC# 7ercents to descri*e the learners1 answers were not used *ecause there were -, learners in *oth grou%s at the *eginning and also at the end o$ the research# . 1. 1 Interest in English language In Se%tem*er 2554 -, Bout o$ -,C learners $rom grou% A and -/ Bout o$ -,C learners $rom grou% E claimed that i$ they were visiting an English s%eaking country they would like to *e a*le to s%eak the language o$ the %eo%le# In Fe*ruary 255. the num*er o$ the learners who strongly agreed with this assertion was unchanged in *oth grou%s#

-0 Bout o$ -,C learners $rom grou% A and -5 Bout o$ -,C learners $rom grou% E e;%ressed their wish to s%eak English language %er$ectly in Se%tem*er 2554# 'owever!

42

in Fe*ruary 255. -/ Bout o$ -,C learners $rom grou% A and -2 Bout o$ -,C learners $rom grou% E %ronounced the same wish#

No learner Bout o$ -,C $rom grou% A and - learner Bout o$ -,C $rom grou% E in Se%tem*er 2554 wanted to read the literature o$ English language in the original language rather than a translation# In Fe*ruary 255. / learners $rom the grou% A and / learners $rom grou% E %ronounced to do so# 0 learners Bout o$ -,C $rom grou% A and 0 learners Bout o$ -,C $rom grou% E wished to *e a*le to read news%a%ers and magaPines in English language# 'owever! in Fe*ruary 255. 4 learners Bout o$ -,C $rom grou% A and 0 learners Bout o$ -,C $rom grou% E e;%ressed this wish#

In Se%tem*er 2554 -2 learners Bout o$ -,C $rom grou% A and = learners Bout o$ -,C $rom grou% E asserted that they would make a great e$$ort to learn the language i$ they %lanned to stay in an English s%eaking country# In Fe*ruary 255. -- learners in *oth grou% A and grou% E claimed this#

0 learners Bout o$ -,C $rom grou% A claimed in Se%tem*er 2554 that they would study English language in school even i$ it were not re>uiredL in Fe*ruary 255. it was learner more# 'owever! 4 learners Bout o$ -,C $rom grou% E strongly agreed with this assertion in Se%tem*er and in Fe*ruary it was -2 learners Bout o$ -,C#

In Se%tem*er 2554 , learners Bout o$ -,C $rom grou% A said to en@oy meeting and listening to %eo%le who s%eak English language# In Fe*ruary 255. it was - learner

4/

more# 0 learners Bout o$ -,C $rom grou% E agreed with this statement *oth in Se%tem*er 2554 and Fe*ruary 255.#

. 1. 2 $ttitudes to7ard 6earning English

In Se%tem*er 2554 2 learners Bout o$ -,C $rom grou% A said to really en@oy learning English# In Fe*ruary 255. it was , learners in this grou%# In grou% E also 2 learners claimed to do so in Se%tem*er and in Fe*ruary 255. it was 4 learners#

In Se%tem*er 2554 . learners Bout o$ -,C $rom grou% A and -5 learners Bout o$ -,C $rom grou% E strongly agreed with the assertion that English is an im%ortant %art o$ the school %rogramme# In Fe*ruary 255. it was -5 learners Bout o$ -,C in grou% A and -- learners Bout o$ -,C in grou% E#

-2 learners Bout o$ -,C $rom *oth grou% A and grou% E %lanned to learn as much English as %ossi*le in Se%tem*er 2554# In Fe*ruary 255. it was -/ learners Bout o$ -,C in grou% A and -- Bout o$ -,C in grou% E#

In Se%tem*er 2554 4 learners Bout o$ -,C $rom grou% A and = learners Bout o$ -,C $rom grou% E strongly disagreed with the assertion that they hate English# In Fe*ruary 255. it was = learners Bout o$ -,C $rom grou% A and = learners Bout o$ -,C $rom grou% E#

/ learners Bout o$ -,C $rom grou% A and - learner Bout o$ -,C $rom grou% E would rather s%end their time on su*@ects other than English! as they claimed in

40

Se%tem*er 2554# In Fe*ruary 255. it was only - learner Bout o$ -,C $rom grou% A and no learner Bout o$ -,C $rom grou% E#

In Se%tem*er 2554 -5 learners Bout o$ -,C $rom grou% A and -- learners Bout o$ -,C $rom grou% E didnMt agree with the statement that learning English is a waste o$ time# In Fe*ruary it was -/ learners Bout o$ -,C $rom grou% A and -2 learners Bout o$ -,C $rom grou% E#

Anly - learner Bout o$ -,C $rom grou% A %lanned to give u% the study o$ English a$ter leaving school! as he3she claimed in Se%tem*er 2554# 'owever! in Fe*ruary 255. there was no learner in the grou% A who e;%ressed this o%inion# In grou% E there were no learners in Se%tem*er 2554 and Fe*ruary 255. who agreed with this %lan#

. 1. 3 Intrinsic +oti*ation to study English language In Se%tem*er 2554 - learner Bout o$ -,C $rom grou% A and , learners Bout o$ -,C $rom grou% E %re$erred class work that is challenging so they can learn new things# In Fe*ruary 255. it was / learners Bout o$ -,C $rom grou% A and . learners Bout o$ -,C $rom grou% E#

2 learners Bout o$ -,C $rom grou% A and / learners Bout o$ -,C $rom grou% E considered it im%ortant to learn what was *eing taught in class in Se%tem*er 2554# In Fe*ruary 255. in grou% A it was the same num*er o$ the learners and in grou% E it was 4 learners#

4,

In Se%tem*er 2554 only - learner Bout o$ -,C $rom each grou% BA and EC liked what he3she was learning in English classes# In Fe*ruary it was 4 learners Bout o$ -,C $rom grou% A and . learners Bout o$ -,C $rom grou% E#

-5 learners Bout o$ -,C $rom grou% A and -- learners Bout o$ -,C $rom grou% E asserted that they tried to learn $rom their mistakes when doing %oorly on a test in Se%tem*er 2554# In Fe*ruary 255. -- learners Bout o$ -,C $rom grou% A and = learners Bout o$ -,C $rom grou% E asserted to do so#

In Se%tem*er 2554 -5 learners Bout o$ -,C $rom grou% A and 4 learners Bout o$ -,C $rom grou% E thought that what they were learning in English classes was use$ul $or them to know# In Fe*ruary 255. . learners Bout o$ -,C $rom grou% A and -- learners Bout o$ -,C $rom grou% E were o$ this o%inion#

, learners Bout o$ -,C $rom grou% A and / learners Bout o$ -,C $rom grou% E were o$ the o%inion that what they were learning in English classes was interesting in Se%tem*er 2554# 'owever! it was 4 learners Bout o$ -,C $rom grou% A and . learners Bout o$ -,C $rom grou% E in Fe*ruary 255.#

In Se%tem*er 2554 -2 learners Bout o$ -,C $rom grou% A considered it im%ortant to understand English! however! in Fe*ruary 255. it was one learner less# In grou% E it was -5 learners Bout o$ -,C in Se%tem*er and . learners Bout o$ -,C in Fe*ruary#

"oth in Se%tem*er 2554 and Fe*ruary 255. , Bout o$ -,C learners in grou% A maintained that they have chosen English language *ecause theyMve *een to an English

42

s%eaking country and they wanted to *e a*le to communicate with the %eo%le more# In grou% E it was none in Se%tem*er 2554 and 2 learners in Fe*ruary 255.#

In Se%tem*er 2554 , learners Bout o$ -,C $rom grou% A and 4 learners Bout o$ -,C $rom grou% E indicated that they have chosen English language *ecause they like the language# In Fe*ruary 255. it was 4 learners Bout o$ -,C $rom grou% A and -5 learners Bout o$ -,C $rom grou% E#

"oth in Se%tem*er 2554 and Fe*ruary 255. -5 Bout o$ -,C learners in grou% A asserted that they have chosen English language *ecause they wanted to *e a*le to communicate with native s%eakers and $oreigners# It was also -5 learners Bout o$ -,C in grou% E in Se%tem*er *ut = in Fe*ruary 255.#

. 1.

E&trinsic +oti*ation to study English language

In Se%tem*er 2554 -- learners Bout o$ -,C $rom grou% A and -5 learners Bout o$ -,C $rom grou% E gave the reason why they wanted to learn English language that it will hel% them to get a *etter @o*# In Fe*ruary! it was - learner Bout o$ -,C more in grou% A and 2 learners Bout o$ -,C less in grou% E#

In Se%tem*er 2554 only one learner Bout o$ -,C $rom each grou% BA U EC claimed that the reason why he3she wanted to learn English language was to %lease his3her %arents# In Fe*ruary it was no learner#

44

"oth in Se%tem*er 2554 and Fe*ruary 255. . learners Bout o$ -,C $rom grou% A wanted to learn English language *ecause o$ university studies# In grou% E it was = learners Bout o$ -,C in Se%tem*er 2554 and 4 in Fe*ruary 255.#

In Se%tem*er 2554 . learners Bout o$ -,C $rom grou% A and -- learners Bout o$ -,C $rom grou% E wanted to learn English language to *e a*le to work a*road# In Fe*ruary it was -- learners in grou% A Bout o$ -,C and -5 in grou% E Bout o$ -,C#

In Se%tem*er 2554 2 learners Bout o$ -,C $rom grou% A and - learner Bout o$ -,C $rom grou% E considered studying English im%ortant *ecause other %eo%le will res%ect them more i$ they have knowledge o$ it# In Fe*ruary it was only - learner $rom grou% A Bout o$ -,C and none $rom grou% E Bout o$ -,C#

In Se%tem*er - learner $rom *oth grou%s Bout o$ /5C BA U EC claimed that the reason why he3she studies English language is that it is a com%ulsory su*@ect# In Fe*ruary 255. it was no learner Bout o$ /5C $rom *oth grou%s#

/ learners Bout o$ -,C $rom grou% A and 0 learners Bout o$ -,C $rom grou% E have chosen English language *ecause they did not want to study :erman language! they claimed in Se%tem*er 2554# In Fe*ruary it was , learners Bout o$ -,C $rom grou% A and . learners Bout o$ -,C $rom grou% E#

4.

. 1. " 8e+oti*ation to study English language

In Se%tem*er 2554 0 learners Bout o$ -,C $rom grou% A and no learners Bout o$ -,C $rom grou% E didnMt like English *ecause o$ not having any talent $or languages# In Fe*ruary it was 2 learners Bout o$ -,C $rom grou% A and still no learners Bout o$ -,C $rom grou% E#

0 learners Bout o$ -,C $rom grou% A and - learner Bout o$ -,C $rom grou% E didnMt like English *ecause o$ not *eing good at it! as they claimed in Se%tem*er 2554# In Fe*ruary 255. only - learner Bout o$ -,C $rom grou% A and no learner Bout o$ -,C $rom grou% E were o$ this o%inion#

In Se%tem*er 2554 -2 learners Bout o$ -,C $rom grou% A and -/ learners Bout o$ -,C $rom grou% E strongly disagreed with the assertion that they didnMt like English *ecause they thought they will not need it# In Fe*ruary 255. it was -0 learners in grou% A Bout o$ -,C and still -/ $rom the grou% E#

/ learners $rom grou% A Bout o$ -,C and 2 learners Bout o$ -,C $rom grou% E strongly disagreed with the assertion that they didnMt like English *ecause they had *ad teachers# 'owever! in Fe*ruary it was -/ learners $rom grou% A Bout o$ -,C and -2 learners Bout o$ -,C $rom grou% E#

In Se%tem*er 2554 / learners $rom grou% A Bout o$ -,C and , learners Bout o$ -,C $rom grou% E agreed with the statement that English is di$$icult and there$ore they

4=

didnMt like it# In Fe*ruary 255. it was 2 learners in grou% A Bout o$ -,C and - learner Bout o$ -,C in grou% E#

- learner Bout o$ -,C $rom grou% A and / learners Bout o$ -,C $rom grou% E didnMt like English *ecause they didnMt understand it! as they claimed in Se%tem*er 2554# In Fe*ruary 255. no learner in grou% A Bout o$ -,C and - learner in grou% E Bout o$ ,C claimed this assertion#

"oth in Se%tem*er 2554 and in Fe*ruary 255. . learners Bout o$ -,C in the $irst sam%le strongly disagreed with the statement that they didnMt like English *ecause itMs *oring# In grou% E it was -5 learners Bout o$ -,C in Se%tem*er and -2 in Fe*ruary#

.5

. 2 $ns7ers to research 4uestions

The answers to the research >uestions! which had *een set *e$ore the research *egan! are to *e $ound in this section# The >uestionnaire was created to *e instrumental when answering these >uestions# All ta*les are to *e $ound in A%%endi; -# . 2. 1 To 7hat degree are students interested in English language= The mean o$ the grou% $1s interest in English language in .e%te+)er 2;;' was 25 ;##' Bout o$ ,Jres%onseJo%tion scale! - *eing interested very much and , not interestedC# This means that the sam%le was rather interested in English# In 1e)ruary 2;;( the mean was 15 ' 2: which indicated im%rovement and thus the sam%le seemed to *e more interested in English language in com%arison with their o%inions 2 months ago#

The grou% E seemed to *e more interested in English language *oth at the *eginning o$ the research and at the end o$ the research in com%arison with the grou% A# The mean o$ the grou% E1s interest in English in .e%te+)er 2;;' was 15 (:"2 Bout o$ ,Jres%onseJo%tion scale! - *eing interested very much and , not interestedC# In 1e)ruary 2;;( the grou% E1s interest in English language a%%eared to *e higher as the mean was 15 #"'1#

In sum! a$ter the end o$ the research *oth grou%s BA U EC demonstrated enhancement in their interest in English language#

.-

. 2. 2 >hat are the students/ attitudes to7ards learning English language=

The grou% $1s attitudes towards learning English were rather %ositive to neutral as the mean o$ their attitudes was 25 ;2(# Bout o$ ,Jres%onseJo%tion scale! - *eing %ositive! / *eing neutral! , *eing negativeC in .e%te+)er 2;;'# In 1e)ruary 2;;( this sam%leMs attitudes changed signi$icantly as the mean was 15 ":;" which showed their attitudes *eing %ositive to rather %ositive#

As the $irst sam%le! also the grou% E1s attitudes towards learning English changed remarka*ly when com%aring the *eginning and the end o$ the research# In .e%te+)er 2;;' the grou% E %ossessed a rather %ositive *ias towards the attitude in >uestion o$ learning English as the mean o$ their attitudes was 15 (2(## 'owever! 2 months later a signi$icant change in their attitudes occurred as the mean was 15 3333#

In sum! signi$icant changes in *oth sam%les in the >uestion o$ their attitudes toward learning English occurred and it can *e claimed that they %ossess rather %ositive to %ositive $eelings to it#

. 2. 3 $re so+e o! the students intrinsically +oti*ated to study English language at the )eginning o! the research= Res! some o$ the students in the !irst sa+%le seemed to *e# In .e%te+)er 2;;' grou% A seemed to *e a little intrinsically motivated to study English as the mean o$ their intrinsic motivation was 25 1(;; Bout o$ ,Jres%onseJo%tion scale! - *eing strongly intrinsically motivated! 2 *eing less intrinsically motivated! / *eing neutral! 0 *eing rather not! , *eing not intrinsically motivatedC#

.2

Res! also some students in the second sa+%le seemed to *e intrinsically motivated# The mean o$ their intrinsic motivation to study English in .e%te+)er 2;;' was similar to the $irst sam%le! that is 25 2133 Bout o$ ,Jres%onseJo%tion scale! - *eing strongly intrinsically motivated! 2 *eing less intrinsically motivated! / *eing neutral! 0 *eing rather not! , *eing not intrinsically motivatedC thus this grou% a%%eared to *e a little intrinsically motivated to study English too#

In sum! as the mean in *oth grou% indicated! there were some students who were intrinsically motivated to study English# That is! they engaged in studying English without o*vious e;ternal incentives#

. 2. $re so+e o! the students e&trinsically +oti*ated to study English language at the )eginning o! the research= In .e%te+)er 2;;' the mean o$ the grou% $1s e;trinsic motivation was 25 #'#2 Bout o$ ,Jres%onseJo%tion scale! - *eing strongly e;trinsically motivated! 2 *eing less e;trinsically motivated! / *eing neutral! 0 *eing rather not! , *eing not e;trinsically motivatedC and thus there a%%eared to *e no e;trinsically motivated students to study English in the $irst sam%le# A similar result could *e seen in the second sa+%le in .e%te+)er 2;;'# The mean o$ the grou% E1s e;trinsic motivation was 25 "'1 Bout o$ ,Jres%onseJo%tion scale! - *eing strongly e;trinsically motivated! 2 *eing less e;trinsically motivated! / *eing neutral! 0 *eing rather not! , *eing not e;trinsically motivatedC and thus there seemed to *e almost no e;trinsically motivated students#

./

In sum! in *oth sam%les there were almost no students who could *e re$erred to as e;trinsically motivated in Se%tem*er 2554#

. 2. " $re so+e o! the students de+oti*ated to study English language at the )eginning o! the research= Res! some o$ them in the grou% $ seemed to *e# In .e%te+)er 2;;' the $irst sam%le could *e re$erred to as slightly demotivated as the means o$ their demotivation amounted to 35 3'1' Bout o$ ,Jres%onseJo%tion scale! - *eing strongly demotivated! 2 *eing demotivated! / neutral! 0 not *eing demotivated! , not *eing strongly demotivatedC#

Res! in .e%te+)er 2;;' some o$ the students in the grou% E might have *een demotivated *ut the num*er o$ them was smaller when com%aring it to the $irst sam%le as the means o$ their demotivation was 35 ':;" Bout o$ ,Jres%onseJo%tion scale! - *eing strongly demotivated! 2 *eing demotivated! / neutral! 0 not *eing demotivated! , not *eing strongly demotivatedC#

In sum! some o$ the students in *oth sam%les seemed to *e demotivated# The students in the grou% A a%%eared to *e demotivated more than those in the grou% E#

. 2. # >hat is the source o! their +oti*ation= Ehen looking $or the %ossi*le sources o$ the students1 motivation to study English I was using the ta*le 4 BmeansC# I determined that the source must *e a mean $rom 1 ? 15 :# I didnMt consider values a*ove 2! 5 signi$icant in terms o$ determining the %ossi*le sources o$ their motivation# I *ased the determination on the ,Jo%tion scale

.0

used in the >uestionnaire B-Vstrongly agree! 2Vagree! /Vnot sure! 0Vdisagree! ,Vstrongly disagreeC# To $ind the sources I was concentrating on items ?- I ?-5! which were items concerning intrinsic motivation! and on items <- I <4! which were items concerning e;trinsic motivation#

In .e%te+)er 2;;' the sources o$ motivation to study English in the !irst sa+%le were these: im%ortance o$ the content o$ English classes Bitem ?2L mean -! .4C endeavour to learn $rom %ast mistakes Bitem ?0L mean -! //C utility o$ the content o$ English classes Bitem ?,L mean -! //C to understand the su*@ect matter Bitem ?4L mean -! //C desire to communicate with native s%eakers and $oreigners Bitem ?-5L mean -! 4/C vision o$ a good @o* Bitem <-L mean -! //C need $or university studies Bitem </L mean -! .4C need $or working a*road Bitem <0L mean -! 4/C

In 1e)ruary 2;;( the sources o$ motivation to study English in the !irst sa+%le were almost the same Bonly need $or university studies wasnMt mentioned and item ?/ was addedC as in Se%tem*er 2554 with some di$$erences in means: im%ortance o$ the content o$ English classes Bitem ?2L mean -! 24C en@oying English classes Bitem ?/L mean -! ,/C endeavour to learn $rom %ast mistakes Bitem ?0L mean -! ,/C utility o$ the content o$ English classes Bitem ?,L mean -! 04C

.,

to understand the su*@ect matter Bitem ?4L mean -! 24C desire to communicate with native s%eakers and $oreigners Bitem ?-5L mean -! 04C

vision o$ a good @o* Bitem <-L mean -! 2C necessary $or working a*road Bitem <0L mean -! 0C

In .e%te+)er 2;;' the sources o$ motivation to study English in the second sa+%le were these: endeavour to learn $rom %ast mistakes Bitem ?0L mean -! 24C utility o$ the content o$ English classes Bitem ?,L mean -! 2C to understand the su*@ect matter Bitem ?4L mean -! 04C desire to communicate with native s%eakers and $oreigners Bitem ?-5L mean -! 0C vision o$ a good @o* Bitem <-L mean -! 0C necessary $or university studies Bitem </L mean -! 0C necessary $or working a*road Bitem <0L mean -! ,/C

In 1e)ruary 2;;( the sources o$ motivation to study English in the second sa+%le were slightly di$$erent as in Se%tem*er 2554 with some di$$erences in means Bitems ?2 and ?/ were mentionedL items ?2 and ?= were also added *ut item </ wasnMt %ointed outC: im%ortance o$ the content o$ English classes Bitem ?2L mean -! 2C en@oying English classes Bitem ?/L mean -! ,/C endeavour to learn $rom %ast mistakes Bitem ?0L mean -! 0C .2

utility o$ the content o$ English classes Bitem ?,L mean -! 24C interesting content o$ English classes Bitem ?2L mean -! 24C to understand the su*@ect matter Bitem ?4L mean -! ,/C $avour o$ languages Bitem ?=L mean -! 2C desire to communicate with native s%eakers and $oreigners Bitem ?-5L mean -! ,/C

vision o$ a good @o* Bitem <-L mean -! .C necessary $or working a*road Bitem <0L mean -! ,/C

. 2. ' >hat is the source o! their de+oti*ation= Ehen looking $or the %otential sources o$ the students1 demotivation to study English I was using the ta*le 4 BmeansC again# I determined that the source must *e a mean $rom 1 ? 25 :. I didnMt consider values a*ove 35 ; signi$icant in terms o$ determining the %ossi*le sources o$ their demotivation# I *ased the determination on the ,Jo%tion scale used in the >uestionnaire B-Vstrongly agree! 2Vagree! /Vnot sure! 0Vdisagree! ,Vstrongly disagreeC# To $ind the sources I was concentrating on items E- I E4! which were items concerning demotivation# In .e%te+)er 2;;' the sources o$ demotivation to study English in the !irst sa+%le were these: no talent $or languages Bitem E-L mean 2! =/C not *eing good at English Bitem E2L mean 2! 24C *ad teachers Bitem E0L mean 2! 24C no understanding o$ English Bitem E2L mean 2! .C

.4

In 1e)ruary 2;;( the sources o$ demotivation to study English in the !irst sa+%le were almost none as all items were marked over /! 2# The highest di$$erence was in item E0 concerning teachers! the %revious mean *eing 2! 24 and the later 0! 24# In .e%te+)er 2;;' the second sa+%le seemed to *e rather not demotivated as all means were a*ove /! 2# 'owever! there was im%rovement o*served in all items in 1e)ruary 2;;(! the most signi$icant one was also item E0! concerning the teachers! as the mean shi$ted $rom /! // to 0! 2 B, *eing not demotivated *ecause o$ the teacherC# . 2. ( @a*e their attitudes and o%inions changed a!ter a%%lying the +oti*ational strategies= 'ere is the %resentation o$ the e;tents o$ the changes and *oth %revious BSe%tem*er 2554C and later BFe*ruary 255.C means in ta*les here#

the e&tent change no change no change no change

o!

the ite+ AA, ?4 %re*ious +ean -! 54 -! /5 -! 05 later +ean -! 54 -! /5 -! 05

the e&tent change a slight *etter a slight *etter a slight *etter a slight *etter a slight *etter

o!

the ite+ A2 %re*ious +ean -! 2/ 2! /5 -! /5 0! 24 0! 25 .. later +ean -! -4 2! 54 -! 24 0! 25 0! ./

change $or the change $or the A0 change $or the "/ change $or the "0 change $or the "2

a slight *etter a slight *etter a slight *etter a slight *etter a slight *etter a slight *etter a slight *etter a slight *etter a slight *etter

change $or the "4 change $or the ?2 change $or the ?, change $or the ?2 change $or the ?. change $or the ?= change $or the ?-5 change $or the <0 change $or the E/ 0! .5 0! =5 -! 2/ -! 04 -! ,4 -! ,5 2! 25 -! =5 /! /5 /! 2/ 2! 24 -! =5 -! 04 -! /4 -! =/ -! 2/ 0! /4 0! 2/

the e&tent change

o!

the ite+ <2 <, <4 %re*ious +ean /! =5 /! -5 2! =/ later +ean /! .5 /! 5/ 2! 24

a slight change a slight change a slight change

the e&tent change

o!

the ite+ the ?0 the <the </ to E4 0! ,5 0! /4 -! 2/ -! =/ -! /4 -! ,5 -! /5 -! // %re*ious +ean later +ean

a slight change $or worse a slight change $or worse a slight change $or worse a slight change worse

the e&tent change

o!

the ite+ %re*ious +ean later +ean

.=

a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter a signi$icant the *etter

change $or A/ change $or A2 change $or A4 change $or "change $or "2 change $or ", change $or ?change $or C3 change $or <2 change $or Echange $or E2 change $or E change $or E, change $or E# 35 ;; 5 13 /! 0/ 0! 54 3, 00 4, 63 /! 55 /! =5 /! // 0! -5 /! .5 0! 04 2, 83 1, 53 /! 45 2! .4 /! 2/ 0! 5/ -! 45 -! /5 2! =4 -! 44 2! 04 -! =5 2! 24 -! 44 /! 2/ 2! 2/

From the last ta*le can *e concluded that a$ter a%%lying the motivational strategies more students want to read the literature o$ English language in the original language rather than a translation# &ore students would study English language in school even i$ it were not re>uired# &ore students en@oy meeting and listening to %eo%le who s%eak English language#

&ore students really en@oy learning English# &ore students consider English an im%ortant %art o$ the school %rogramme# Fewer students would rather s%end their time on su*@ects other than English#

=5

&ore students %re$er class work that is challenging so they can learn new things# Signi$icantly more students like what they are learning in English classes#

Fewer students claim that they study English language *ecause it is a com%ulsory su*@ect#

Fewer students claim not to have talent $or languages and thus not like English# Fewer students claim not *eing good at English and thus not like it# Signi$icantly $ewer students claim not to like English *ecause o$ the teacher# Fewer students consider English di$$icult# Signi$icantly more students claim to understand English and thus like it more#

. 2. : Is the nu+)er o! intrinsically +oti*ated students the sa+e at the end o! the research=

In .e%te+)er 2;;' grou% $ seemed to *e a little intrinsically motivated to study English as the mean o$ their intrinsic motivation was 25 1(;; Bout o$ ,Jres%onseJ o%tion scale! - *eing strongly intrinsically motivated! 2 *eing less intrinsically motivated! / *eing neutral! 0 *eing rather not! , *eing not intrinsically motivatedC# 2 months later! in 1e)ruary 2;;(! their intrinsic motivation seemed to have changed as the mean was 15 : ;; and thus it can *e argued that this sam%le was more intrinsically motivated in com%arison to their $eelings in Se%tem*er 2554#

The mean o$ the second sa+%leMs intrinsic motivation in .e%te+)er 2;;' was similar to the $irst sam%le! that is 25 2133 Bout o$ ,Jres%onseJo%tion scale! - *eing

=-

strongly intrinsically motivated! 2 *eing less intrinsically motivated! / *eing neutral! 0 *eing rather not! , *eing not intrinsically motivatedC thus this grou% a%%eared to *e a little intrinsically motivated to study English too# 'owever! there ha%%ened to *e a *igger shi$t in 1e)ruary 2;;( in com%arison to Se%tem*er 2554 *ecause the mean o$ their intrinsic motivation was 15 ':33#

In sum! the num*er o$ intrinsically motivated students was slightly higher in *oth sam%les at the end o$ the research#

. 2. 1; Is the nu+)er o! e&trinsically +oti*ated students the sa+e at the end o! the research=

In 1e)ruary 2;;( there has *een shi$t in the !irst sa+%le concerning their e;trinsic motivation downwards as the mean was 25 '"2 Bout o$ ,Jres%onseJo%tion scale! - *eing strongly e;trinsically motivated! 2 *eing less e;trinsically motivated! / *eing neutral! 0 *eing rather not! , *eing not e;trinsically motivatedC and thus there a%%eared to *e a slight deterioration in com%arison to their e;trinsic motivation in Se%tem*er 2554 Bthe mean *eing 2!52422C#

In 1e)ruary 2;;(! a similar shi$t as in the $irst sam%le was o*served in the grou% E as the mean o$ their e;trinsic motivation was 25 #3(1 Bout o$ ,Jres%onseJo%tion scale! - *eing strongly e;trinsically motivated! 2 *eing less e;trinsically motivated! / *eing neutral! 0 *eing rather not! , *eing not e;trinsically motivatedC and thus there a%%eared to *e a slight deterioration in com%arison to their e;trinsic motivation in Se%tem*er 2554 too Bthe mean *eing 2! 5,4-0C#

=2

In sum! the num*er o$ e;trinsically motivated students went down in *oth sam%les as there were almost no students who could *e re$erred to as e;trinsically motivated in Fe*ruary 255.#

. 2. 11 Is the nu+)er o! un+oti*ated students the sa+e in the end o! the research=

In .e%te+)er 2;;' the !irst sa+%le could *e re$erred to as slightly demotivated as the means o$ their demotivation amounted to 35 3'1' and 2 months later the $irst sam%le seemed to have made %rogress in terms o$ their demotivation as the mean o$ their demotivation was 5 1; ( Bout o$ ,Jscale items! - *eing strongly demotivated! 2

*eing demotivated! / neutral! 0 not *eing demotivated! , not *eing strongly demotivatedC and thus the grou% A could *e la*elled as not *eing demotivated#

In .e%te+)er 2;;' some o$ the students in the grou% E might have *een demotivated as the means o$ their demotivation was 35 ':;"# 'owever! in 1e)ruary 2;;( there could *e seen im%rovement in terms o$ the second sam%leMs demotivation to study English as their mean amounted to 5 :"2 Bout o$ ,Jscale items! - *eing strongly demotivated! 2 *eing demotivated! / neutral! 0 not *eing demotivated! , not *eing strongly demotivatedC and thus the grou% E could *e considered as not *eing demotivated to not *eing strongly demotivated#

In sum! it can *e suggested that in *oth sam%les demotivation decreased in a signi$icant way#

=/

". Conclusion
The main aim o$ this thesis was to con$irm my %resum%tion that it is %ossi*le to motivate demotivated students o$ English to *ecome more interested in learning English# The second aim o$ this thesis was to evaluate the e$$ectiveness o$ the selected motivational strategies#

In the theoretical %art o$ the thesis some underlying $acts and %ast research $indings on motivation to study L2 were com%iled# The main challenges that motivation researchers have *een con$ronted with! such as consciousness vs# unconsciousness! cognition vs# a$$ect! reduction vs# com%rehensiveness! %arallel multi%licity! conte;t and time were highlighted# Theories o$ motivation in %sychology BE;%ectancyJvalue theories! :oal theories! Sel$Jdetermination theory and Social %sychological theoriesC were then %resented# Teachers act as in$luential $igures in sha%ing student motivation and there$ore the teachers1 in$luence was stressed here! se%arated into $our interrelated dimensions: the %ersonal characteristics o$ teachers! teacher immediacy! active motivational socialising *ehaviour and classroom management# 6o*ert :ardnerMs in$luential motivation theory in the L2 $ield Bthe relationshi% *etween motivation and orientationC was introduced in this section# The $acts on student demotivation were mentioned as well# Susan EallaceMs $our *ig *arriers to motivation BFearL "oredomL 7revious Negative E;%erience and Lack o$ 'o%e!C were descri*ed# At the end o$ this section Qolt n <Krnyei1s motivational strategies! an underlying *ackground $or this thesis! were %resented#

A$ter gaining some knowledge $rom the theoretical $oundation! the research %ro*lem and the research >uestions were $ormulated# The research %ro*lem had *een =0

e;%ressed as *ffects of -elected Motivational -trategies on -tudent Motivation to 'ecome Gradually More Interested in +earning +## To *e a*le to de%ict the e$$ects o$ the strategies *etter! -- research >uestions were articulated! all o$ them *ased on the theoretical *ackground#

I decided to conduct a longitudinal e;%erimental research and as a measuring tool I used a >uestionnaire with closeJended items to get >uantitative data#

The %artici%ants o$ the research were my ?Pech secondary students! aged -, I -4# I chose to com%are two similar sam%les Bthe only di$$erence *eing the $ield they studiedC# Each sam%le consisted o$ -, students who were entirely new to me# The num*er o$ the students in *oth sam%les remained the same during the research#

A$ter constructing the >uestionnaires! I administered them in a %ilot grou% o$ res%ondents who were similar to the target sam%le to collect $eed*ack a*out how the instrument worked#

The e;%erimental research took almost twenty weeks# In the $irst week o$ the research I $ound out the initial state o$ my students1 motivation and their attitudes towards studying English language# Then I started a%%lying -0 selected motivational strategies on these students# I *ased the selection o$ the strategies on Qolt n <Krnyei1s Motivational -trategies in the +anguage Classroom# I had to narrow down the num*er o$ the strategies $rom /, to -0 *ecause o$ lack o$ time and im%ossi*ility to im%lement all o$ them! which was also recommended *y the author o$ the %u*lication# At the end o$ the research the students were given the same >uestionnaire# The aim was to learn

=,

whether their interest in English! attitudes to studying English! the e;tent o$ their intrinsic and e;trinsic motivations and demotivation had changed#

A$ter coding the >uestionnaire items I used E;cel and S7SS %rogrammes to get means and cross ta*ulations to descri*e the results o$ the research and to *e a*le to draw conclusions $rom them# For analyPing the data I used descri%tive statistics *ecause my aim was not to draw any general conclusions only those regarding my two sam%les#

Students in *oth sam%les seemed to show more interest in English language a$ter a%%lying the motivational strategies as they e;%ressed wishes to command the language %er$ectly and to understand English s%eaking %eo%le#

Ehen investigating the students1 attitudes towards learning English in *oth sam%les! it was discovered at the *eginning o$ the research that they %ossessed rather %ositive to neutral attitudes to en@oyment o$ learning the language! considering English an im%ortant %art o$ the school %rogramme and %lan to learn as much English as %ossi*le# A$ter a%%lying the strategies! it was $ound that their attitudes must have enhanced *ecause they had rather %ositive to %ositive $eelings a*out learning the su*@ect matter#

"e$ore a%%lying the motivational strategies the $irst sam%le seemed to *e slightly more intrinsically motivated to study the language than the second sam%le# 'owever! *oth sam%les could *e marked as *eing less intrinsically motivated! yet some o$ them might have *een motivated to master the language *ecause o$ the languageMs sake not

=2

*ecause o$ some e;ternal incentives such as rewards and %unishments# A$ter a%%lying the strategies there was no signi$icant shi$t detected in *oth sam%les#

At the *eginning o$ the research *oth sam%les a%%eared to *e less e;trinsically motivated than intrinsically! and this could have *een inter%reted as though they were not interested in e;trinsic rewards! such as good grades# I consider the result! a$ter a%%lying the strategies in terms o$ e;trinsic motivation! worthy $urther research since *oth sam%les1 e;trinsic motivation went down#

?rucial $or the research was to $ind out whether there were any demotivated students# At the *eginning o$ the research more students in the $irst sam%le a%%eared to *e demotivated to study the English language than those $rom the second sam%le# At the end o$ the research a signi$icant shi$t in the students1 demotivation had *een o*served as in *oth sam%les it was detected that it im%roved signi$icantly#

Ehen looking $or the demotivating $actors at the *eginning o$ the research! the $irst sam%leMs demotivation could *e attri*uted to claims o$ not having a talent $or languages! not *eing good at the su*@ect matter! not understanding English and to having had *ad English teachers# The second sam%le was not as demotivated as the $irst one! however at the end o$ the research a signi$icant shi$t was o*served in the o%inions on teachers as a demotivating $actor in *oth sam%les as *oth sam%les seemed not to consider the teacher as a demotivating incentive anymore#

Ehen investigating the %ossi*le sources o$ students1 motivation to study English! it was $ound that the $irst sam%le was motivated *y im%ortance and utility o$

=4

English classes and *y seeing knowledge o$ English as a means toward a *etter @o*! communicating with native s%eakers! and a necessity $or university studies# A$ter a%%lying the strategies the sources $or their motivation remained almost unchanged in the $irst sam%le *ut there was one more source mentioned! the students seemed to *e motivated to study English *ecause they liked what they were learning in English classes! which I have considered an im%ortant result *ecause it was one o$ the aims# The second sam%le a%%eared to *e motivated *y similar incentives to the $irst sam%le at the *eginning o$ the research# At the end o$ the research! there were some more incentives! such as considering the content o$ English classes im%ortant! en@oya*le! interesting and claiming to *e $ond o$ languages#

The goal o$ this thesis has *een to esta*lish the e;tent to which motivational strategies a$$ect studentsM motivation to *ecome gradually more interested in the su*@ect matter#

As mentioned a*ove! the strategies did not a$$ect the students1 e;trinsic motivation very much and there$ore I su%%ose that this issue would *e worth $urther research# Ehen doing this research I would suggest com*ining *oth >uantitative data and >ualitative ones to gain as o*@ective results as %ossi*le#

'owever! the motivational strategies a%%ear to have had im%act on students1 demotivation as almost none o$ them considered him3her *eing demotivated *ecause o$ various reasons#

=.

It can *e concluded that the assertion that teachers are %ower$ul motivational socialisers B<Krnyei! 255-! %# /,C %roved correct and that it is $easi*le to motivate almost all the unmotivated students and the less interested ones# It seems that the teacher is a*le to raise students1 general interest in English language! such as the desire to read *ooks and magaPines in English and to understand native s%eakers! as *oth sam%les demonstrated im%rovement# The teacher a%%ears to *e a*le to enhance students 1 attitudes towards learning English and make the learning en@oya*le $or the students as *oth sam%les showed a signi$icant shi$t in their o%inion on this matter# It can *e assumed that the teacher can increase students1 intrinsic motivation to study English as *oth sam%les claimed to consider the content o$ the classes im%ortant and use$ul and to like the English classes# 'owever! the teacher might not have much im%act on the students1 e;trinsic motivation as *oth sam%les showed slight deterioration! it might *e ascri*ed to the low age o$ the students when they do not think a*out their $uture @o* or university studies *ut this was not researched# The teacher seems to *e the key $igure in in$luencing the studentMs demotivation as *oth sam%les showed signi$icant im%rovement# The students no longer claimed that English was di$$icult! incom%rehensi*le! *oring! nor did they assert that they did not like English *ecause o$ a *ad teacher#

Thus! my %resum%tion %roved right and the strategies can *e claimed to *e e$$ective#

==

#. $%%endi& 1
"able ?ross ta*ulations de%ict the students1 answers at the *eginning and at the end o$ the research# -Vstrongly agree 2Vagree /Vnot sure 0Vdisagree ,Vstrongly disagree

A- I E4 items $rom the >uestionnaire

A%
skupina A#' % A% " &elkem (o)et * (o)et * (o)et * "# & & &&' "# A#$ "# & & &&' "# E#' "$ (% )&' + "$ $&' "# E#$ "$ (% )&' + "$ $&' "# #% *$ $&' , % )&' %& &elkem

"&& &&' "&& &&'

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

A"
skupina A#' % A" " + &elkem (o)et * (o)et * (o)et * (o)et * ", *$ $&' " % )&' & & &&' "# A#$ "$ (% )&' + "$ $&' & & &&' "# E#' "& %% )&' , +% )&' " % )&' "# E#$ "+ (& &&' $ +& &&' & & &&' "# ,* (" )&' "& "% )&' " " )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

A+
skupina A#' % " A+ + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * & & &&' $ +& &&' , +% )&' % ,& &&' + "$ $&' "# A#$ $ +& &&' , +% )&' % ,& &&' & & &&' + "$ $&' "# E#' " % )&' , +% )&' % ,& &&' + "$ $&' + "$ $&' "# E#$ $ +& &&' , +% )&' $ +& &&' # $$ $&' & & &&' "# ) "" )&' "# +# &&' "* $" )&' "$ +" )&' % "& &&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

A,
skupina &elkem

-55

A#' % " A, + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * , +% )&' % ,& &&' + "$ $&' & & &&' $ +& &&' "#

A#$ ) ,% )&' , +% )&' " % )&' + "$ $&' " % )&' "#

E#' , +% )&' ( #$ $&' " % )&' " % )&' " % )&' "#

E#$ , +% )&' ) ,% )&' $ +& &&' " % )&' & & &&' "# "* $" )&' +# ," )&' ) "" )&' , % )&' # ( $&' %&

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

Askupina A#' % A" + &elkem (o)et * (o)et * (o)et * (o)et * "+ (& &&' $ +& &&' & & &&' "# A#$ "" )$ $&' $ +& &&' " % )&' "# E#' * %& &&' % ,& &&' & & &&' "# E#$ "" )$ $&' , +% )&' & & &&' "# ,$ )" )&' "% +% )&' " " )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

A.
skupina A#' % " A. + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * , +% )&' , +% )&' $ +& &&' + "$ $&' + "$ $&' "# A#$ # $$ $&' , +% )&' , +% )&' " % )&' " % )&' "# E#' ) ,% )&' , +% )&' + "$ $&' + "$ $&' & & &&' "# E#$ "+ (& &&' + "$ $&' " % )&' & & &&' & & &&' "# +( ,% )&' ", +$ $&' "& "% )&' # ( $&' $ # &&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

A'
skupina A#' A' % " + , (o)et * (o)et * (o)et * (o)et * (o)et # $$ $&' + "$ $&' $ +& &&' $ +& &&' + A#$ % ,& &&' % ,& &&' $ +& &&' & & &&' & E#' , +% )&' % ,& &&' + "$ $&' $ +& &&' & E#$ , +% )&' ( #$ $&' + "$ $&' " % )&' & "* $" )&' ++ $% )&' "& "% )&' ) "" )&' + &elkem

-5-

* &elkem (o)et *

"$ $&' "#

& &&' "#

& &&' "#

& &&' "#

$ $&' %&

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

B%
skupina A#' % " B% + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * + "$ $&' , +% )&' " % )&' % ,& &&' + "$ $&' "# A#$ # $$ $&' ) ,% )&' " % )&' + "$ $&' & & &&' "# E#' + "$ $&' , +% )&' , +% )&' # $$ $&' & & &&' "# E#$ ) ,% )&' ( #$ $&' & & &&' & & &&' & & &&' "# "% +% )&' +$ $( $&' % "& &&' "$ +" )&' + $ $&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

B"
skupina A#' % " B" + &elkem (o)et * (o)et * (o)et * (o)et * (o)et * ( #$ $&' # $$ $&' & & &&' + "$ $&' "# A#$ "& %% )&' # $$ $&' & & &&' & & &&' "# E#' "& %% )&' + "$ $&' $ +& &&' & & &&' "# E#$ "" )$ $&' , +% )&' & & &&' & & &&' "# $* %# &&' "% +% )&' $ # &&' + $ $&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

B+
skupina A#' % " B+ , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * "+ (& &&' + "$ $&' & & &&' " % )&' "# A#$ "$ (% )&' " % )&' " % )&' & & &&' "# E#' "+ (& &&' $ +& &&' & & &&' & & &&' "# E#$ "" )$ $&' , +% )&' & & &&' & & &&' "# ,( (& &&' "& "% )&' " " )&' " " )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

B,
skupina A#' B, % " (o)et * (o)et " % )&' & A#$ & & &&' & E#' & & &&' + E#$ & & &&' & " " )&' + &elkem

-52

* + , &elkem (o)et * (o)et * (o)et * (o)et *

& &&' " % )&' % ,& &&' ) ,% )&' "#

& &&' + "$ $&' , +% )&' * %& &&' "#

"$ $&' & & &&' , +% )&' * %& &&' "#

& &&' & & &&' , +% )&' "" )$ $&' "#

$ $&' $ # &&' "( $& &&' $% %& &&' %&

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

Bskupina A#' % " B+ , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * $ +& &&' $ +& &&' " % )&' # $$ $&' $ +& &&' "# A#$ " % )&' $ +& &&' " % )&' % ,& &&' , +% )&' "# E#' " % )&' , +% )&' $ +& &&' $ +& &&' , +% )&' "# E#$ & & &&' & & &&' " % )&' % ,& &&' ( #$ $&' "# # ( $&' "& "% )&' % "& &&' +& $$ $&' "* $" )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

B.
skupina A#' % B. , &elkem (o)et * (o)et * (o)et * (o)et * " % )&' , +% )&' "& %% )&' "# A#$ & & &&' + "$ $&' "$ (% )&' "# E#' & & &&' , +% )&' "" )$ $&' "# E#$ & & &&' $ +& &&' "+ (& &&' "# " " )&' "$ +" )&' ,% )% )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

B'
skupina A#' % " B' + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * " % )&' & & &&' + "$ $&' " % )&' "" )$ $&' "# A#$ & & &&' " % )&' & & &&' , +% )&' "& %% )&' "# E#' & & &&' " % )&' + "$ $&' $ +& &&' * %& &&' "# E#$ & & &&' & & &&' " % )&' + "$ $&' "+ (& &&' "# " " )&' + $ $&' # ( $&' "& "% )&' ,+ )& &&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

-5/

&%
skupina A#' " + &% , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * " % )&' , +% )&' , +% )&' % ,& &&' "# A#$ $ +& &&' ) ,% )&' # $$ $&' & & &&' "# E#' # $$ $&' + "$ $&' # $$ $&' $ +& &&' "# E#$ ( #$ $&' # $$ $&' + "$ $&' & & &&' "# ") +( $&' "( $& &&' "% +% )&' * "# &&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

&"
skupina A#' % " &" + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * % ,& &&' ) ,% )&' " % )&' & & &&' " % )&' "# A#$ % ,& &&' ( #$ $&' " % )&' & & &&' & & &&' "# E#' $ +& &&' "& %% )&' " % )&' " % )&' & & &&' "# E#$ ) ,% )&' ) ,% )&' " % )&' & & &&' & & &&' "# ++ $% )&' $+ #$ $&' , % )&' " " )&' " " )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

&+
skupina A#' % " &+ + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * " % )&' , +% )&' ( #$ $&' " % )&' " % )&' "# A#$ ) ,% )&' ( #$ $&' & & &&' & & &&' & & &&' "# E#' " % )&' % ,& &&' + "$ $&' % ,& &&' & & &&' "# E#$ ( #$ $&' % ,& &&' " % )&' & & &&' & & &&' "# ") +( $&' +, ,& &&' "" "( $&' ) "" )&' " " )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

&,
skupina A#' % &, " &elkem (o)et * (o)et * (o)et "& %% )&' # $$ $&' "# A#$ "" )$ $&' , +% )&' "# E#' "" )$ $&' , +% )&' "# E#$ * %& &&' % ,& &&' "# ," %( $&' "* $" )&' %& &elkem

-50

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

&skupina A#' % &" + &elkem (o)et * (o)et * (o)et * (o)et * "& %% )&' # $$ $&' & & &&' "# A#$ ( #$ $&' ) ,% )&' & & &&' "# E#' ) ,% )&' ) ,% )&' " % )&' "# E#$ "" )$ $&' , +% )&' & & &&' "# $% %& &&' +$ $( $&' " " )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

&.
skupina A#' % " &. + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * # $$ $&' # $$ $&' + "$ $&' $ +& &&' & & &&' "# A#$ ) ,% )&' , +% )&' & & &&' $ +& &&' " % )&' "# E#' $ +& &&' ) ,% )&' + "$ $&' $ +& &&' & & &&' "# E#$ ( #$ $&' # $$ $&' " % )&' " % )&' & & &&' "# +$ $( $&' +" $# &&' # ( $&' "& "% )&' " " )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

&'
skupina A#' % &' " + &elkem (o)et * (o)et * (o)et * (o)et * "+ (& &&' " % )&' + "$ $&' "# A#$ "" )$ $&' , +% )&' & & &&' "# E#' "& %% )&' $ +& &&' + "$ $&' "# E#$ ( #$ $&' % ,& &&' " % )&' "# ," %( $&' ", +$ $&' # ( $&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

&$
skupina A#' &$ % " + , (o)et * (o)et * (o)et * (o)et * (o)et # $$ $&' $ +& &&' " % )&' + "$ $&' , A#$ # $$ $&' & & &&' " % )&' , +% )&' # E#' & & &&' , +% )&' & & &&' % ,& &&' # E#$ + "$ $&' $ +& &&' , +% )&' + "$ $&' , "+ +& &&' "& "% )&' % "& &&' ", +$ $&' "( &elkem

-5,

* &elkem (o)et *

+% )&' "#

$$ $&' "#

$$ $&' "#

+% )&' "#

$& &&' %&

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

&/
skupina A#' % " &/ + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * # $$ $&' $ +& &&' $ +& &&' , +% )&' & & &&' "# A#$ ) ,% )&' $ +& &&' " % )&' $ +& &&' " % )&' "# E#' ) ,% )&' , +% )&' " % )&' $ +& &&' & & &&' "# E#$ "& %% )&' $ +& &&' & & &&' + "$ $&' & & &&' "# +* ,( $&' "$ +" )&' # ( $&' "+ +& &&' " " )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

&%#
skupina A#' % " &%# + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * "& %% )&' + "$ $&' " % )&' " % )&' " % )&' "# A#$ "& %% )&' $ +& &&' + "$ $&' & & &&' & & &&' "# E#' "& %% )&' , +% )&' " % )&' & & &&' & & &&' "# E#$ * %& &&' , +% )&' + "$ $&' & & &&' & & &&' "# $* %# &&' "$ +" )&' % "& &&' " " )&' " " )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

D%
skupina A#' % " D% + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * "" )$ $&' $ +& &&' " % )&' & & &&' "# A#$ "+ (& &&' $ +& &&' & & &&' & & &&' "# E#' "& %% )&' , +% )&' " % )&' & & &&' "# E#$ ( #$ $&' , +% )&' " % )&' + "$ $&' "# ," %( $&' ", +$ $&' $ # &&' + $ $&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

D"
skupina A#' D" % (o)et " A#$ & E#' " E#$ & + &elkem

-52

* " + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et *

% )&' " % )&' $ +& &&' $ +& &&' ) ,% )&' "#

& &&' + "$ $&' " % )&' # $$ $&' ) ,% )&' "#

% )&' + "$ $&' " % )&' # $$ $&' % ,& &&' "#

& &&' # $$ $&' + "$ $&' , +% )&' , +% )&' "#

$ $&' "& "% )&' ) "" )&' ") +( $&' +, ,& &&' %&

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

D+
skupina A#' % " D+ + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * ( #$ $&' + "$ $&' , +% )&' " % )&' & & &&' "# A#$ ( #$ $&' $ +& &&' + "$ $&' " % )&' " % )&' "# E#' * %& &&' % ,& &&' & & &&' & & &&' & & &&' "# E#$ ) ,% )&' , +% )&' + "$ $&' + "$ $&' & & &&' "# $+ #$ $&' "# +# &&' ( "$ $&' , % )&' " " )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

D,
skupina A#' % " D, + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * ( #$ $&' # $$ $&' " % )&' & & &&' " % )&' "# A#$ "" )$ $&' + "$ $&' + "$ $&' & & &&' & & &&' "# E#' "" )$ $&' + "$ $&' " % )&' & & &&' " % )&' "# E#$ "& %% )&' $ +& &&' " % )&' " % )&' & & &&' "# ,& %% )&' "+ +& &&' # ( $&' " " )&' + $ $&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

Dskupina A#' D% " + , (o)et * (o)et * (o)et * (o)et + "$ $&' + "$ $&' , +% )&' , A#$ " % )&' $ +& &&' ) ,% )&' + E#' " % )&' # $$ $&' # $$ $&' + E#$ & & &&' % ,& &&' , +% )&' , , % )&' "% +% )&' +& $$ $&' "+ &elkem

-54

* &elkem (o)et * (o)et *

+% )&' $ +& &&' "#

"$ $&' + "$ $&' "#

"$ $&' + "$ $&' "#

+% )&' " % )&' "#

+& &&' ( "$ $&' %&

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

D.
skupina A#' % " D. + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * " % )&' $ +& &&' + "$ $&' # $$ $&' , +% )&' "# A#$ & & &&' & & &&' + "$ $&' , +% )&' * %& &&' "# E#' " % )&' " % )&' " % )&' # $$ $&' ) ,% )&' "# E#$ & & &&' " % )&' " % )&' $ +& &&' "& %% )&' "# + $ $&' # ( $&' % "& &&' ") +( $&' $& #& &&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

D'
skupina A#' % " D' + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * $ +& &&' $ +& &&' + "$ $&' , +% )&' $ +& &&' "# A#$ # $$ $&' " % )&' " % )&' , +% )&' , +% )&' "# E#' , +% )&' # $$ $&' & & &&' + "$ $&' , +% )&' "# E#$ ( #$ $&' + "$ $&' " % )&' " % )&' $ +& &&' "# +& $$ $&' "" "( $&' , % )&' "" "( $&' ", +$ $&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

E%
skupina A#' % " E% + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * , +% )&' " % )&' $ +& &&' % ,& &&' " % )&' "# A#$ + "$ $&' + "$ $&' + "$ $&' $ +& &&' % ,& &&' "# E#' & & &&' , +% )&' " % )&' # $$ $&' # $$ $&' "# E#$ & & &&' & & &&' " % )&' , +% )&' "& %% )&' "# % "& &&' ) "" )&' ) "" )&' "( $& &&' ++ $% )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

-5.

E"
skupina A#' % " E" + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * , +% )&' $ +& &&' + "$ $&' % ,& &&' & & &&' "# A#$ " % )&' + "$ $&' " % )&' ) ,% )&' , +% )&' "# E#' " % )&' % ,& &&' & & &&' $ +& &&' # $$ $&' "# E#$ & & &&' " % )&' , +% )&' $ +& &&' ) ,% )&' "# % "& &&' "+ +& &&' ) "" )&' "* $" )&' "% +% )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

E+
skupina A#' + E+ , &elkem (o)et * (o)et * (o)et * (o)et * " % )&' + "$ $&' "+ (& &&' "# A#$ & & &&' " % )&' ", *$ $&' "# E#' & & &&' + "$ $&' "$ (% )&' "# E#$ & & &&' + "$ $&' "$ (% )&' "# " " )&' ) "" )&' #+ (% )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

E,
skupina A#' % " E, + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * # $$ $&' , +% )&' & & &&' $ +& &&' $ +& &&' "# A#$ " % )&' & & &&' & & &&' " % )&' "$ (% )&' "# E#' , +% )&' " % )&' + "$ $&' + "$ $&' % ,& &&' "# E#$ " % )&' & & &&' & & &&' + "$ $&' "+ (& &&' "# "" "( $&' # ( $&' + $ $&' ( "$ $&' $, #% )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

Eskupina A#' E% " + , (o)et * (o)et * (o)et * (o)et " % )&' $ +& &&' + "$ $&' ) A#$ & & &&' + "$ $&' $ +& &&' , E#' & & &&' # $$ $&' + "$ $&' , E#$ & & &&' " % )&' " % )&' ) " " )&' "" "( $&' ( "$ $&' ++ &elkem

-5=

* &elkem (o)et * (o)et *

,% )&' + "$ $&' "#

+% )&' % ,& &&' "#

+% )&' , +% )&' "#

,% )&' % ,& &&' "#

$% )&' "( $& &&' %&

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

E.
skupina A#' % " E. + , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * (o)et * " % )&' ) ,% )&' " % )&' % ,& &&' & & &&' "# A#$ & & &&' $ +& &&' " % )&' % ,& &&' # $$ $&' "# E#' $ +& &&' + "$ $&' , +% )&' " % )&' # $$ $&' "# E#$ & & &&' " % )&' " % )&' , +% )&' * %& &&' "# , % )&' "$ +" )&' ) "" )&' ") +( $&' "* $" )&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

E'
skupina A#' " + E' , &elkem (o)et * (o)et * (o)et * (o)et * (o)et * & & &&' + "$ $&' # $$ $&' ( #$ $&' "# A#$ , +% )&' & & &&' $ +& &&' ( #$ $&' "# E#' & & &&' " % )&' , +% )&' "& %% )&' "# E#$ & & &&' " % )&' + "$ $&' "+ (& &&' "# , % )&' , % )&' ", +$ $&' $( %$ $&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

F%
skupina A#' % F% % . % ' &elkem (o)et * (o)et * (o)et * (o)et * "" )$ $&' , +% )&' & & &&' "# A#$ # $$ $&' * %& &&' " % )&' "# E#' "+ (& &&' $ +& &&' & & &&' "# E#$ % ,& &&' ( #$ $&' " % )&' "# $, #% )&' +, ,& &&' + $ $&' %& &elkem

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

F"
skupina A#' F" % " (o)et * (o)et ", *$ $&' " A#$ ", E#' "# E#$ "# #( *% )&' + &elkem

*$ $&' "&& &&' "&& &&' " & &

--5

* &elkem (o)et *

% )&' "#

% )&' "#

& &&' "#

& &&' "#

$ $&' %&

"&& &&' "&& &&' "&& &&' "&& &&' "&& &&'

"able # The arithmetic means re%resent how each item in the >uestionnaire was answered#

skupina (r0m1r A#' 2 Sm1rodatn3 odchylka (r0m1r A#$ 2 Sm1rodatn3 odchylka (r0m1r E#' E#$ 2 Sm1rodatn3 odchylka (r0m1r

A% " "# & && " "# & && " "$ "# & $# " "$

A" " &) "# & +% " "$ "# & $# ", "# & %$ "+

A+ $ ,) "# & ** +% "# " +, $ "# " "$ + %)

A, + ,) "# " ,% + &) "# " $, + "$ "# " "$ + &)

A"+ "# & ," " $$ "# & %+ ", "# & #" " +)

A. +% "# " ,& + +) "# " ++ " *$ "# " "& " +)

A' + %) "# " #& "( "# & )( + +) "# " "& +

B% $ "$ "# " $% + "# " && +( "# " &( " #$

B" " () "# " $% " $$ "# & ,* " #$ "# & ($ " +)

B+ ", "# " &% " +) "# & (& "+ "# & ," " +)

B, ,+ "# " &( , ,) "# & ), , $$ "# " &# , )$

B$ "$ "# " #" $% "# " $& $ $$ "# " $# , ,)

B.

,,

"

"&

,(

" &$

,)

" &, ,

---

2 Sm1rodatn3 odchylka (r0m1r Total 2 Sm1rodatn3 odchylka

"# & $# " &) %& & +#

"# & ," "+ %& & ,,

"# " "( + *$ %& " "%

"# & (( + "( %& " +&

"# & ,% "$ %& & #&

"# & #* + &+ %& " +&

"# & (# + "( %& " ""

"# & #+ + $) %& " "*

"# & ,% "# %& & ()

"# & ,% " +( %& & )+

"# & ,% , ,$ %& & ()

"# & %, $ %$ %& " $"

" &,

,)

% &%

B' ,, "# " "( , #$ "# & ($ , $$ "# & *( , )$ "# & #* ,# %& & *"

&% , "# " && $ "$ "# & ), $, "# " "( +% "# & ), $ +( %& " &,

&" " () "# " &% " %) "# & %+ + "# & )% "% "# & %$ " )( %& & )(

&+ +( "# & *, " #$ "# & #+ + () "# " &% " #$ "# & %, + "( %& " &$

&, " $$ "# & ,* " +) "# & ,% " +) "# & ,% ", "# & #" " $+ %& & ,)

&" $$ "# & ,* " ,) "# & #+ "% "# & %$ " +) "# & ,% " ,+ %& & #$

&. ++ "# " "# + "$ "# " ," + $$ "# " &# " %) "# & *& + &( %& " ",

&' " $$ "# & )+ " +) "# & ,% " ,) "# & ), " #$ "# & %, ", %& & %,

&$ +( "# " )& $ +) "# " )# $( "# " +" $+ "# " ,+ $ +) %& " #,

&/ +, "# " +, ++ "# " ,+ + "# " +& "% "# " &% + &# %& " +,

&%# " )$ "# " +( " ,) "# & ), ", "# & %$ " #$ "# & ), " #$ %& & ()

D% " $$ "# & %+ "+ "# & ," ", "# & %$ "( "# " &( " ,$ %& & )#

D" $ *$ "# " +( , "$ "# " &% $ () "# " $& $ ,) "# " +# $ (# %& " ++

D+ " () "# " &% " *$ "# " +( ", "# & #" " *$ "# " "& " )( %& " &$

D, " )$ "# " "& ", "# & ), " #$ "# " "$ " #$ "# & *+ " ## %& & *%

D$ +) "# " $, $ &) "# " "& + *$ "# " "% $ "# " && $ &) %& " "$

D. $ #$ "# " $& , ,) "# & ), , &) "# " ++ , ,) "# & *+ , "$ %& " ""

D' $ &) "# " ,* $ &) "# " )" +( "# " %% + +) "# " %) +( %& " %+

E% + *$ "# " $* $% "# " #& $ )$ "# " ++ ,% "# & %$ $ )+ %& " $,

E" + %) "# " +* $ )$ "# " ++ $ $$ "# " #& , &) "# " &$ $ ,# %& " $#

E+ , )$ "# & #* , *$ "# & +% , () "# & $# , () "# & $# , (# %& & ,&

E, + %) "# " %$ , %) "# " &# $ $$ "# " )+ ,% "# " &% $ (+ %& " %"

E$, "# " "( $ *$ "# " "& $ ,) "# " +# ,+ "# & (% $ )# %& " "$

E. +( "# " &( $ () "# " "$ $+ "# " #) ,, "# & *" $ #) %& " $+

E' ,, "# & ), "# " $" ,% "# & %$ , )$ "# & #* , ,$ %& & (*

F% "# +) "# & ,% "# & #* "# + "# & ," "# %) "# & %+ "# ,) %& & #)

F" " &) "# & +% " &) "# & +% " "# & && " "# & && " &$ %& & "(

, "# )$

--2

"able 8 The overview o$ answers to research >uestions - I ,# Ehereas a re>uired answer to Interest! Attitudes! Intrinsic and E;trinsic motivations was re%resented *y num*er -! a re>uired answer to <emotivation was num*er ,#

sa+%le $;' Mean N .td.

$ns7ers to research 4uestions 1 , " Intrinsic E&trinsic Interest $ttitudes 8e+oti*ation +oti*ation +oti*ation 2!5224 2!52.2 2!-. 2!2422 /!/4-0 -, -, -, -, -, 5!,,.-. 5!=25-0 5!,/04= 5!,4554 5!4=2.2

--/

$;(

E;'

E;(

Total

8e*iation Mean -!402= N -, .td. 8e*iation 5!,2=/. Mean -!.=,2 N -, .td. 8e*iation 5!2,/04 Mean -!2,4N -, .td. 8e*iation 5!0254 Mean -!.05, N 25 .td. 8e*iation 5!,425=

-!,=5, -, 5!,042/ -!.2.2 -, 5!,,/.-!//// -, 5!/422. -!2=,2 25 5!2.254

-!=0 -, 5!0,4=, 2!2-// -, 5!,/=22 -!4=// -, 5!,5/,2!5/-4 25 5!,2240

2!4,20 -, 5!042-2 2!,4-0 -, 5!042.4 2!2/.-, 5!,4-5= 2!2,=, 25 5!,-,0.

0!-50. -, 5!.002/ /!4=5, -, 5!=5-2. 0!0=,2 -, 5!,4/20 /!=05, 25 5!.4050

Chart This chart shows the di$$erences in the students1 interest in English# The lower the num*er! the more re>uired it was#

--0

Interest in English
#

$ +&&) +&&( +

"

& !" !+ !$ !, !# !% !)

Chart # ?hart 2 %ictures the shi$ts in the students1 attitudes towards learning English# "- I "2 were desired to *e as low as %ossi*le! whereas items "0 I "4 were desired to *e as high as %ossi*le#

--,

$ttitudes to7ard 6earning English

#

$ +&&) +&&( +

"

& B" B+ B$ B, B# B% B)

Chart 8 ?hart / shows the di$$erences in the students1 intrinsic motivation# The desired value was num*er -#

Intrinsic +oti*ation to study English

--2

$ +&&) +&&( +

"

& -" -+ -$ -, -# -% -) -( -* -"&

Chart 9 ?hart 0 %ortrays the shi$ts in the students1 e;trinsic motivation# Oalue num*er - was the most desired#

E&trinsic +oti*ation to study English language

--4

$ +&&) +&&( +

"

& D" D+ D$ D, D# D% D)

Chart : ?hart , dis%lays the move in the students1 demotivation# The desired value was num*er ,#

8e+oti*ation to study English language

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$
+&&) +&&(

"

&
." .+ .$ ., .# .% .)

'. $%%endi& 2
.uestionnaire 8OT$ANBC TDC$EBCB .E MOTIF$CE .T98ENTG CE .T98I9 $N-6ICCH@O E$A<C$ 6 da *ych O s %oW dala o Pod%ovXPen( n sledu@(c(ch ot Pek! tYka@(c(ch se studia anglickHho @aPyka# Tento vYPkum se tYk Oa)( motivace ke studiu anglickH @aPyka# Oy%lnXn(m tohoto dotaPn(ku mi %omZWete %oroPumXt lH%e %ro*lematice motivace studentZ ke studiu angli[tiny# Tyto \da@e *udou %ouWity v di%lomovH %r ci# Nen( to test! takWe na danH vYroky nee;istu@( Ds%r vnHF a D)%atnHF od%ovXdi# <otaPn(k @e anonymn(! takWe se nemus(te %ode%isovat# SedinH! co mX o%ravdu Pa@(m ! @e O ) n Por! %roto %ros(m od%ov(de@te u%(mnX! a*y vYsledky tHto studie *yly hodnotnH# <Xku@i O m Pa O ) [as a %omoc! "c# ] rka A%lu)tilov # Instrukce

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- n;sledu4<c<mi v=roky n>kte?< lid@ souhlas< a 4in< nesouhlas<! 5 kaAd@ho v=roku0 pros<m0 BakrouAku4te to C<slo0 kter@ ne4l@pe vy4ad?u4e D;E souhlas nebo nesouhlas s dan=m tvrBen<m! %otaBn<k vyplFu4te beB BbyteCn@ho p?em=Elen<0 Ba4<m; m> DaEe okamAit; reakce na dan@ v=roky! G;roveF ale Ct>te a vyplFu4te poBorn>0 neboH 4e pro kvalitn< v=sledek studie velmi dIleAit@ B<skat skuteCn= obraB DaEich n;BorI! JBcela souhlas<m #J sp<Ee souhlas<m 8Jnev<m 9Jsp<E nesouhlas<m :JBcela nesouhlas<m $. -# Gdy*ych nav)t(vil3a anglicky mluv(c( Pemi! chtXl3a *ych se Pde domluvit anglicky# 2 / 0 , 2# 7e@i si! a*ych mluvil3a %er$ektnX anglicky# 2 / 0 , /# ?hci [(st anglicky %sanou literaturu radX@i v origin le neW %eloWenou# 2 / 0 , 0# 7e@i si! a*ych mohl3a [(st noviny a [aso%isy v angli[tinX# 2 / 0 , ,# Gdy*ych %l noval3a %o*yt v anglicky mluv(c( Pemi! vynaloWil3a *ych velkH \sil( nau[it se anglicky# 2 / 0 , 2# 9[il3a *ych se ve )kole anglicky! i kdy*y to ne*ylo %ovinnH# 2 / 0 , JBcela souhlas<m #J sp<Ee souhlas<m 8Jnev<m 9Jsp<E nesouhlas<m :JBcela nesouhlas<m 4# 6 d3a %oslouch m ne*o se stYk m s lidmi! kte( mluv( anglicky# 2 / 0 , B. -# Studium angli[tiny mX o%ravdu *av(# 2 / 0 , 2# Angli[tina @e dZleWitou sou[ st( )koln(ho vPdXl v n(# 2 / 0 , /# ?hci se nau[it anglicky! co ne@v(ce to *ude moWnH# 2 / 0 ,

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0# Nen vid(m angli[tinu# 2 / 0

,# 6adX@i *ych se vXnoval3a @inYm %edmXtZm neW @e angli[tina# 2 / 0 , 2# Studium angli[tiny @e Ptr ta [asu# 2 / 0 , 4# 7o ukon[en( studia se %estanu vXnovat angli[tinX \%lnX! %rotoWe mX nePa@(m # 2 / 0 , C. -# O hodinX angli[tiny d v m %ednost sloWitX@)(m \kolZm! kterH mi umoWn( nau[it se novH vXci 2 / 0 , 2# Se %ro mX dZleWitH nau[it se to! co se vyu[u@e v hodin ch angli[itny# 2 / 0 , /# "av( mX to! co se vyu[u@e v hodin ch angli[tiny# 2 / 0 , 0# I kdyW nem m do*rH vYsledky v testu! snaW(m se %ou[it se Pe svYch chy*# 2 / 0 , ,# &ysl(m si! We to! co se vyu[u@e v hodin ch angli[tiny! @e %ro mX uWite[nH# 2 / 0 , JBcela souhlas<m #J sp<Ee souhlas<m 8Jnev<m 9Jsp<E nesouhlas<m :JBcela nesouhlas<m 2# &ysl(m si! We to! co se vyu[u@e v hodin ch angli[tiny! @e Pa@(mavH# 2 / 0 , 4# Se %ro mX dZleWitH %ocho%it angli[tinu# 2 / 0 , .# Angli[tinu @sem si vy*ral3a! %rotoWe @sem nav)t(vil3a anglicky mluv(c( Pemi a r d3a *ych se lH%e doroPumXl3a s tamX@)(mi lidmi# 2 / 0 , =# Angli[tinu @sem si vy*ral3a! %rotoWe se mi tento @aPyk l(*(# 2 / 0 , -5# Angli[tinu @sem si vy*ral3a %roto! a*ych se lH%e doroPumXl3a s rodilYmi mluv[(mi a ciPinci#

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8.

-# Angli[tinu se chci nau[it! %rotoWe mi %omZWe P(skat le%)( PamXst n(# 2 / 0 , 2# Angli[tinu se chci nau[it! %rotoWe si to %e@( m( rodi[e# 2 / 0 , /# Angli[tinu se chci nau[it! %rotoWe @i *udu %ote*ovat na vysokH )kole# 2 / 0 , ,. Angli[tinu se chci nau[it! %rotoWe @i *udu %ote*ovat %ro %r ci v Pahrani[(# 2 / 0 , ,# Studium a Pnalost angli[tiny @sou %ro mX dZleWitH! %rotoWe si tak P(sk m res%ekt ostatn(ch lid(# 2 / 0 , 2# SedinY dZvod! %ro[ se u[(m angli[tinu @e ten! We @e to %ovinnY %edmXt# 2 / 0 , 4# Angli[tinu @sem si vy*ral3a! %rotoWe @sem nechtXl3a studovat nXm[inu# 2 / 0 ,

E. -# Nem m r d3a angli[tinu! %rotoWe nem m nad n( na @aPyky# 2 / 0 , JBcela souhlas<m #J sp<Ee souhlas<m 8Jnev<m 9Jsp<E nesouhlas<m :JBcela nesouhlas<m 2# Nem m r d3a angli[tinu! %rotoWe mi ne@de# 2 / 0 , /# Nem m r d3a angli[tinu! %rotoWe si mysl(m! We @i ne*udu %ote*ovat# 2 / 0 , 0# Nem m r d3a angli[tinu! %rotoWe m m )%atnHho vyu[u@(c(ho# 2 / 0 , ,# Nem m r d3a angli[tinu! %rotoWe @e tXWk # 2 / 0 , 2# Nem m r d3a angli[tinu! %rotoWe @( neroPum(m# 2 / 0 ,

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4# Nem m r d3a angli[tinu! %rotoWe mX nud(# 2 / 0 ,

Dkuji Vm za Vai ochotu a as, kter jste vnovali vyplnn tohoto dotaznku.

",* /*-*$/C, "IM*"$'+* >eek 3# B/rd I 4th Se%tem*erC U >eek 3' B-5th I -0th Se%tem*erC Administering o$ the long >uestionnaire in %ilot grou%s 6econstructing the long >uestionnaires >eek 3( B-4th I 2-st Se%tem*erC Administering o$ the long >uestionnaire in the target grou%s Kbeginning of the researchL Analysis o$ the data >eek 3: B20th I 2.th Se%tem*erC $%%lication o! the Moti*ational .trategy 1
B<evelo% a %ersonal relationshi% with your students#C

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>eek ; B-st I ,th Acto*erC $%%lication o! the Moti*ational .trategy 2

BFormulate grou% norms e;%licitly! and have them discussed and acce%ted *y the learners#C

A%%lication o$ the &otivational Strategy 1 B<evelo% a %ersonal relationshi% with your students#C >eek 1 B.th I -2th Acto*erC $%%lication o! the Moti*ational .trategy 3 B?reate a %leasant and su%%ortive
atmos%here in the classroom#C

A%%lication o$ the &otivational Strategy 1 B<evelo% a %ersonal relationshi% with your students#C >eek 2 B-,th I -=th Acto*erC $%%lication o! the Moti*ational .trategy 11
B"uild your learners1 con$idence *y %roviding regular encouragement#C

A%%lication o$ the &otivational Strategy 1 B<evelo% a %ersonal relationshi% with your students#C A%%lication o$ the &otivational Strategy 3
B?reate a %leasant and su%%ortive atmos%here in the classroom#C

>eek 3 B22nd I 22th Acto*erC $%%lication o! the Moti*ational .trategy "

B7romote the students1 awareness o$ the instrumental values associated with the knowledge o$ an L2#C

A%%lication o$ the &otivational Strategy 1 B<evelo% a %ersonal relationshi% with your students#C A%%lication o$ the &otivational Strategy 3
B?reate a %leasant and su%%ortive atmos%here in the classroom#C

A%%lication o$ the &otivational Strategy 11

B"uild your learners1 con$idence *y %roviding regular encouragement#C

>eek B2=th Acto*er I 2nd Novem*erC $%%lication o! the Moti*ational .trategy 12

B'el% diminish language an;iety *y removing or reducing the an;ietyJ%rovoking elements in the learning environment#C

A%%lication o$ the &otivational Strategy 1 B<evelo% a %ersonal relationshi% with your students#C

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A%%lication o$ the &otivational Strategy 3

B?reate a %leasant and su%%ortive atmos%here in the classroom#C

A%%lication o$ the &otivational Strategy 11

B"uild your learners1 con$idence *y %roviding regular encouragement#C

>eek " B,th I =th Novem*erC $%%lication o! the Moti*ational .trategy #

BIncrease the students1 e;%ectancy o$ success in %articular tasks and in learning in generalC

A%%lication o$ the &otivational Strategy 1 B<evelo% a %ersonal relationshi% with your students#C A%%lication o$ the &otivational Strategy 3
B?reate a %leasant and su%%ortive atmos%here in the classroom#C

A%%lication o$ the &otivational Strategy 11

B"uild your learners1 con$idence *y %roviding regular encouragement#C

A%%lication o$ the &otivational Strategy 12

B'el% diminish language an;iety *y removing or reducing the an;ietyJ%rovoking elements in the learning environment#C

>eek # B-2th I -2th Novem*erC $%%lication o! the Moti*ational .trategy '

BTake the students1 learning very seriously#C

A%%lication o$ the &otivational Strategy 1 B<evelo% a %ersonal relationshi% with your students#C A%%lication o$ the &otivational Strategy 3
B?reate a %leasant and su%%ortive atmos%here in the classroom#C

A%%lication o$ the &otivational Strategy #

BIncrease the students1 e;%ectancy o$ success in %articular tasks and in learning in generalC

A%%lication o$ the &otivational Strategy 11

B"uild your learners1 con$idence *y %roviding regular encouragement#C

A%%lication o$ the &otivational Strategy 12

B'el% diminish language an;iety *y removing or reducing the an;ietyJ%rovoking elements in the learning environment#C

>eek ' B-=th I 2/rd Novem*erC $%%lication o! the Moti*ational .trategy (

B&ake the teaching materials relevant to the students#C

A%%lication o$ the &otivational Strategy 1

-2,

B<evelo% a %ersonal relationshi% with your students#C

A%%lication o$ the &otivational Strategy 3

B?reate a %leasant and su%%ortive atmos%here in the classroom#C

A%%lication o$ the &otivational Strategy #

BIncrease the students1 e;%ectancy o$ success in %articular tasks and in learning in generalC

A%%lication o$ the &otivational Strategy '

BTake the students1 learning very seriously#C

A%%lication o$ the &otivational Strategy 11

B"uild your learners1 con$idence *y %roviding regular encouragement#C

A%%lication o$ the &otivational Strategy 12

B'el% diminish language an;iety *y removing or reducing the an;ietyJ%rovoking elements in the learning environment#C

>eek ( B22th I /5th Novem*erC $%%lication o! the Moti*ational .trategy :

B&ake learning more stimulating and en@oya*le *y *reaking the monotony o$ classroom events#C

$%%lication o! the Moti*ational .trategy 1;

B&ake learning stimulating and en@oya*le $or the learner *y increasing the attractiveness o$ the tasks#C

A%%lication o$ the &otivational Strategy 1

B<evelo% a %ersonal relationshi% with your students#C

A%%lication o$ the &otivational Strategy 3

B?reate a %leasant and su%%ortive atmos%here in the classroom#C

A%%lication o$ the &otivational Strategy #

BIncrease the students1 e;%ectancy o$ success in %articular tasks and in learning in general#C

A%%lication o$ the &otivational Strategy '

BTake the students1 learning very seriously#C

A%%lication o$ the &otivational Strategies (

B&ake the teaching materials relevant to the students#C

A%%lication o$ the &otivational Strategy 11

B"uild your learners1 con$idence *y %roviding regular encouragement#C

A%%lication o$ the &otivational Strategy 12

B'el% diminish language an;iety *y removing or reducing the an;ietyJ%rovoking elements in the learning environment#C

>eek : B/rd <ecem*er I 4th <ecem*erC $%%lication o! the Moti*ational .trategy

B6aise the learners1 intrinsic interest in the L2 learning %rocess#C

A%%lication o$ the &otivational Strategy 1

B<evelo% a %ersonal relationshi% with your students#C

A%%lication o$ the &otivational Strategy 3

B?reate a %leasant and su%%ortive atmos%here in the classroom#C

A%%lication o$ the &otivational Strategy "

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B7romote the students1 awareness o$ the instrumental values associated with the knowledge o$ an L2#C

A%%lication o$ the &otivational Strategy #

BIncrease the students1 e;%ectancy o$ success in %articular tasks and in learning in general#C

A%%lication o$ the &otivational Strategy '

BTake the students1 learning very seriously#C

A%%lication o$ the &otivational Strategies (

B&ake the teaching materials relevant to the students#C

A%%lication o$ the &otivational Strategy 11

B"uild your learners1 con$idence *y %roviding regular encouragement#C

A%%lication o$ the &otivational Strategy 12

B'el% diminish language an;iety *y removing or reducing the an;ietyJ%rovoking elements in the learning environment#C

>eek "; B-5th I -0th <ecem*erC $%%lication o! the Moti*ational .trategy 13 B7rovide students with %ositive in$ormation $eed*ack#C $%%lication o! the Moti*ational .trategy 1 B9se grades in a motivating manner! reducing as much as %ossi*le their demotivating im%act#C >eek "1 B-4th I 2-st <ecem*erC $%%lication o! Moti*ational strategies 1 , 1 >eek 1 B2nd I 0th Sanuary! 255.C ?hristmas 'oliday >eek 2 B4th I --th Sanuary! 255.C $%%lication o! Moti*ational strategies 1 , 1 >eek 3 B-0th I -.th Sanuary! 255.C $%%lication o! Moti*ational strategies 1 , 1 >eek B2-st I 2,th Sanuary! 255.C $%%lication o! Moti*ational strategies 1 , 1 >eek " B2.th Sanuary I -st Fe*ruary! 255.C $%%lication o! Moti*ational strategies 1 ? 1 -st Fe*ruary I <ay o$$ Bthe end o$ the $irst termC >eek

B0th I .th Fe*ruary! 255.C

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Administering o$ the long >uestionnaire in the target grou%s $or the second time Kend of the researchL Analysis o$ the data

(. Bi)liogra%hy
7rimary sources Cha+)ers5 -. N. B-===C# &otivating language learners! ?levedon: &ultilingual &atters# 8Irnyei5 AoltJn# B255-C# &otivational Strategies in the Language ?lassroom# ?97# 8Irnyei5 AoltJn# B255-C# Teaching and 6esearching &otivation# Longman# 8Irnyei5 AoltJn. B255/C# 8uestionnaires in Second Language 6esearch# &ahwah# 8Irnyei5 AoltJn and Richard .ch+idt. B255-C &otivation and Second language Ac>uisition# Second Language Teaching ^ curriculum ?enter 9niversity o$ 'awai1 >allace5 .usan# B2554C# :etting the *uggers motivated in FE# ?ontinuum#

Secondary Sources

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8ick $ll7right and Cathleen M. Bailey# B-==5C# Focus on the Language ?lassroom: An Introduction to ?lassroom 6esearch $or Language Teachers# ?97# 8Irnyei5 AoltJn# B255,C# They 7sychology o$ the Language Learner# LEA# Marion >illia+s and Ro)ert 6. Burden. B-==4C# 7sychology $or Language Teachers: a Social ?onstructivist A%%roach# ?97# Eere Bro%hy# B2550C# &otivating Students to Learn# LEA# 2eter .kehan# B-=.=C# Individual <i$$erences in SecondJLanguage Learning# Edward Arnold# 2aul R. 2intrich and 8ale @. .chunk #B2552C# &otivation in Education# &errill 7rentice 'all# R. C. -ardner# B-=.,C# The Attitude3&otivation Test "attery# 9niversity o$ Eestern Antario# 2aul R. 2intrich and Elisa)eth F. 8e -root # B-==5C# The &otivated Strategies $or Learning 8uestionnaire B&SL8C# Sournal o$ Educational 7sychology! -==5! Ool# .2! No# -!//J05# Electronic sources htt%:33www#te$l#net3eslJarticles3motivationJesl#htm htt%:33en#wiki%edia#org3wiki3&otivation htt%:33en#wiki%edia#org3wiki3<escri%tive_statistics htt%:33en#wiki%edia#org3wiki3&otivation_in_second_language_learning htt%:33owl#english#%urdue#edu3owl3resource3,,435-3

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