Understanding Motivation and Classroom Modes of Regulation in Collaborative Learning: An Exploratory Study

Autor/inn/en	Nakata, Yoshiyuki; Nitta, Ryo; Tsuda, Atsuko
Titel	Understanding Motivation and Classroom Modes of Regulation in Collaborative Learning: An Exploratory Study
Quelle	In: Innovation in Language Learning and Teaching, 16 (2022) 1, S.14-28 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nakata, Yoshiyuki) ORCID (Nitta, Ryo) ORCID (Tsuda, Atsuko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2020.1846040
Schlagwörter	Cooperative Learning; Learning Motivation; Second Language Learning; Second Language Instruction; Native Language; High School Students; Student Motivation; Student Attitudes; Language Proficiency; Educational Environment; Attitude Change; Teaching Methods; English (Second Language); Comparative Analysis; Foreign Countries; Japan + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Motivation for studies; Lernmotivation; Zweitsprachenerwerb; Fremdsprachenunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Attitudinal change; Einstellungsänderung; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland
Abstract	The present paper aims to explore how a certain class mode emerges in the context of collaborative learning, which affects student motivation and learning. Multiple sources of data were collected from 51 high school students in three different classes (named A, B and C) where the same teacher gave them the same lesson content throughout a full year. A quantitative analysis of multiple questionnaire responses revealed that patterns of motivational change and change in perception of pair and group work were markedly different in the three classrooms. A qualitative data analysis of interviews and observations of pair and group activities showed that different classroom modes of regulation are likely to emerge even among homogenous classes consisting of students with the same L1 and similar proficiency levels under the same curriculum. The findings imply that socially-shared regulation among students is one of the keys to creating a positive classroom environment in which students influence and motivate each other. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01