Neil

J Anderson
Neil is a Professor of English Language Teaching at Brigham Young
University–Hawaii. His research interests include second language
reading, moCvaCon in language teaching and learning, language
learner strategies, learner self-assessment, and ELT leadership
development.
Neil served as President of TESOL InternaConal AssociaCon from
2001-2002. He was the 2014 recipient of the TESOL InternaConal
AssociaCon James AlaCs Service Award. In 2016, on the 50th
anniversary of the TESOL InternaConal AssociaCon, he was recognized
as one of the 50 individuals who has made a significant contribuCon
to the profession of teaching English to speakers of other languages.
 Enhancing Learner MoFvaFon
in the EFL Classroom

Neil J Anderson
Brigham Young University–Hawaii, Laie, Hawaii - USA

© 2019 by Neil J Anderson. Enhancing Learner Mo.va.on in the EFL Classroom for the Office of English Language Programs. This
work is licensed under the CreaFve Commons AHribuFon 4.0 License, except where noted. To view a copy of the license, visit:
hHp://creaFvecommons.org/licenses/by/4.0/
Session goals
1.  JusCfy why moCvaCon is an essenCal part of our planning for
student learning success in the classroom.

2.  Explore a four-part framework for fostering and sustaining

moCvaCon in our classrooms.

3.  Examine pracCcal ideas for applying the framework in your

classes.
How do you define mo.va.on?


LaCn verb movere: “to move”

MoCvaCon is what moves you
to take acCon.
Why is the topic
of enhancing
learner
moCvaCon
important for us
to consider?
Whose
responsibility is it
to moCvate
students?
Dörnyei (2001) notes “by-and-large,
promoCng learner moCvaCon is
nobody’s responsibility. Teachers are
supposed to teach the curriculum
rather than moCvate learners, and the
fact that the former cannot happen
without the la`er is oaen ignored. . . .
My guess is that it is every teacher’s
(responsibility) who thinks of the long-
term development of his/her
students” (p. 27).
 Dörnyei (2001) notes “by-and-large,
promoCng learner moCvaCon is
nobody’s responsibility. Teachers are
supposed to teach the curriculum
rather than moCvate learners, and the
fact that the former cannot happen
In other words:
Teachers must acCvely think about without the la`er is oaen ignored. . . .
fostering and sustaining student My guess is that it is every teacher’s
moFvaFon (responsibility) who thinks of the long-
as an essenCal part of term development of his/her
language instrucCon.
students” (p. 27).
If we want
moCvated learners
we must have
moCvated
teachers.
MoCvaConal
Teaching 1. CreaCng the basic
PracCce moCvaConal
condiCons
(Dörnyei, 2001)

4. Encouraging
2. GeneraCng iniCal
posiCve retrospecCve
moCvaCon
self-evaluaCon

3. Maintaining and
protecCng moCvaCon
MoCvaConal
Teaching 1. CreaCng the basic
PracCce moCvaConal
(Dörnyei, 2001) condiCons

Fostering “big picture”

4. Encouraging
moFvaFon in the classroom
2. GeneraCng iniCal
environment for the longer term
posiCve retrospecCve
moCvaCon
self-evaluaCon
•  Establish a vision of success
•  Conduct course goal-se7ng
exercises

3. Maintaining and
protecCng moCvaCon
MoCvaConal
Teaching 1. CreaCng the basic
PracCce moCvaConal
condiCons
(Dörnyei, 2001)

GeYng students excited about

4. Encouraging
compleFng lessons or acFviFes;
2. GeneraCng iniCal
posiCve retrospecCve
moFvaFon for day-to-day learning

moCvaCon
self-evaluaCon
•  Create interest
•  Communicate goals for learning

3. Maintaining and
protecCng moCvaCon
MoCvaConal
Teaching 1. CreaCng the basic
PracCce moCvaConal
condiCons
(Dörnyei, 2001)

Sustaining moFvaFon over Fme

4. Encouraging to reach goals
2. GeneraCng iniCal
posiCve retrospecCve

moCvaCon
•  Prepare to provide rewards
self-evaluaCon
•  Give posi=ve reinforcement

3. Maintaining and
protecCng moCvaCon
MoCvaConal
Teaching 1. CreaCng the basic
PracCce moCvaConal
condiCons
(Dörnyei, 2001)

SupporFng learners as they

4. Encouraging reflect on their progress
2. GeneraCng iniCal
posiCve retrospecCve

moCvaCon

•  Provide journaling ac=vi=es

self-evaluaCon
•  Review student work over =me

3. Maintaining and
protecCng moCvaCon
IniCate in-class 1. CreaCng the
basic moCvaConal
conversaCons about condiCons
moCvaCon from the 4. Encouraging
first day of class. posiCve
retrospecCve self-
2. GeneraCng
iniCal moCvaCon
evaluaCon

3. Maintaining
and protecCng
moCvaCon
 Have students view a video about moCvaCon….

As we watch, look for:

•  Name of this part
•  The color of this part
The video shown during the presentaCon is
available at: h`ps://youtu.be/zcKf7K1gs6A
Video Segment 1 Recap:
Responsibility and Goal Sejng

As we watch part 2,
look for:
•  The name of this part
•  The color of this part
The video shown during the presentaCon is
available at: h`ps://youtu.be/zcKf7K1gs6A
 Video Segment 2 Recap:
Effort

As we watch part 3,
look for:
•  Name of this part
•  Color of this part
The video shown during the presentaCon is
available at: h`ps://youtu.be/zcKf7K1gs6A
 Video Segment 3 Recap:
Results

As we watch part 4,
look for:
•  Name of this part
•  Color of this part
The video shown during the presentaCon is
available at: h`ps://youtu.be/zcKf7K1gs6A
Video Segment 4 Recap:
RecalibraCon
What ideas do you have
for creaCng the basic
moCvaConal condiCons
in your teaching
context?
MoCvaConal
Teaching 1. CreaCng the basic
PracCce moCvaConal
condiCons
(Dörnyei, 2001)

4. Encouraging
2. GeneraCng iniCal
posiCve retrospecCve
moCvaCon
self-evaluaCon

3. Maintaining and
protecCng moCvaCon
 At the beginning of a
CreaCng the basic new unit and/or at the
moCvaConal
condiCons beginning of each class
Encouraging
session, help students
posiCve GeneraCng iniCal see the purpose for the
retrospecCve self- moCvaCon
evaluaCon day’s instrucCon.

Maintaining and
protecCng
Write clearly stated
moCvaCon learning outcomes on
the board.
What ideas do you
have for generaCng
iniCal moCvaCon in
your teaching
context?
MoCvaConal
Teaching 1. CreaCng the basic
PracCce moCvaConal
condiCons
(Dörnyei, 2001)

4. Encouraging
2. GeneraCng iniCal
posiCve retrospecCve
moCvaCon
self-evaluaCon

3. Maintaining and
protecCng moCvaCon
Teach the learners to CreaCng the basic
establish moCvaConal moCvaConal
condiCons
partnerships with Encouraging
others to support their posiCve
retrospecCve self-
Genera&ng ini&al
mo&va&on
learning. evaluaCon

Maintaining and
protecCng
moCvaCon
MoCvaConal
Self
Partnerships

Teacher Learner Peer(s)

Others
What ideas do you
have for maintaining
and protecCng
moCvaCon in your
teaching context?
MoCvaConal
Teaching 1. CreaCng the basic
PracCce moCvaConal
condiCons
(Dörnyei, 2001)

4. Encouraging
2. GeneraCng iniCal
posiCve retrospecCve
moCvaCon
self-evaluaCon

3. Maintaining and
protecCng moCvaCon
 CreaCng the basic Allow students to
moCvaConal
condiCons
reflect on their
Encouraging
own progress.
posiCve GeneraCng iniCal
retrospecCve self- moCvaCon
evaluaCon

Maintaining and
protecCng
moCvaCon
Today I can . . .

Match pictures and words J L

Draw a picture of the word J L
3-2-1 Summary

•  List three things that you learned today from your peers
that you probably would not have learned on your own.

•  List two things you learned from me.

•  What is one quesCon that you would like answered

before we move forward with our learning?
What ideas do you
have for encouraging
posiCve retrospecCve
self-evaluaCon in
your teaching
context?
Taking AcFon

•  What is one thing that you are going to do within the
next week to take acCon on what we have discussed
today?

•  How will you hold yourself accountable for compleCng

the task?
References
Guilloteaux, M. J. & Dörnyei, Z. (2008). MoCvaCng language
learners: A classroom-oriented invesCgaCon of the
effects of moCvaConal strategies on student moCvaCon.
TESOL Quarterly, 42, 55-77.