Generating Absorption in English as a Foreign Language Assessment through Directed Motivational Current Project Work

Autor/in	Koné, Kadidja
Titel	Generating Absorption in English as a Foreign Language Assessment through Directed Motivational Current Project Work
Quelle	In: Iranian Journal of Language Teaching Research, 10 (2022) 2, S.17-36 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Learner Engagement; Teaching Methods; Student Projects; Active Learning; Student Attitudes; Authentic Learning; Test Anxiety; Learning Motivation; Diaries; Journalism Education; Communications; Undergraduate Students; Foreign Countries; Evaluation Criteria; Mali + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schulprojekt; Aktives Lernen; Schülerverhalten; Examination phobia; Testangst; Prüfungsangst; Motivation for studies; Lernmotivation; Diary; Tagebuch; Nachrichtenwesen; Ausland
Abstract	Intensive project work framed within a directed motivational current theory can transform an assessment into an engaging learning opportunity. Accordingly, a project built around the "The BIG Issue" framework variant was implemented in an English as a foreign language classroom to explore the purposeful generation of group-directed motivational current experiences. The study additionally examined the parameters that facilitated total absorption in the project. To reach these aims, learner diaries were used to collect qualitative data from five students working in small groups. A thematic analysis of the data revealed that the participants experienced purposefully generated group-directed motivational currents. They also indicated that certain features related to well-designed projects, such as authenticity and congruence, engendered an exceptional productivity that helped informants sustain their heightened, motivational drive until they achieved their project work goals. As a result, learners' test taking anxiety was maintained at an optimal level, which in turn fostered complete engagement in project work. The findings of the study not only provide empirical validity for the purposeful facilitation of group-directed motivational current experiences, but also suggest that language teachers can use these experiences as an alternative in second language assessment to increase learners' engagement and productivity. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://ijltr.urmia.ac.ir/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01