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Learner Engagement, Directed Motivational Currents, and Project-Based Learning: A Pedagogical Intervention with English Learners

學習者投入度、定向動機流和專題導向學習: 針對英語學者的教學干預

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Abstract

The concepts of learner engagement and directed motivational currents (DMCs) have recently gained attention for their value in generating a powerful and action-oriented motivational force that is able to cut through the various challenges and disturbances that language learners often face in their educational journey. DMCs, as a form of sustained engagement, describes a long-term experience of intense motivational energy with the aim of achieving a highly valued goal or vision that is characteristic of heightened levels of productivity. From an instructional perspective, therefore, an important aim would be to generate conditions that would lead to such outcomes. Following the framework developed by Dörnyei et al. (2016) for generating DMCs through group projects, the aim of this teacher-based research study was to identify whether learners in a university intensive English program could experience a DMC during an 8-week play performance project conducted in small groups. Focusing specifically on one of the groups and functioning within both a self-determination theory and complex dynamic systems perspective, the study also aimed to identify the combination of elements that contribute to and/or inhibit the development of a DMC. Based on learner data from project journals and conference interviews with the teacher-researcher, the findings indicate that the group experienced a DMC and was the result of a combination of and interaction between a variety of facilitative elements related to positive emotionality; self-concordant goals; goal/vision; a sense of competence, autonomy, and relatedness; and positive group dynamics, key project characteristics, teacher support, and positive outcomes in the form of language-related gains and personal growth. The facilitative elements, furthermore, operated to mitigate against the more attenuating elements represented in the learners’ challenges, fears, anxieties, group tensions, and distractions.

摘要

學習者投入和定向動機流(DMCs)的概念近來備受關注，因為它們能產生一種強大、以行動為導向的動力，讓學習者克服在教育歷程中經常面臨的各種挑戰與干擾。DMCs，作為一種持續的參與形式，描述了一種長期的、激烈的動機能量體驗，旨在達成具高度價值的目標或願景，以提高生產力為特色。因此，從教學的角度來看，其重要的目標就是要創造能促成這種結果的條件。根據Dörnyei、Henry和 Muir (2016)提出透過小組專題產生DMCs的框架，本研究以教師為中心，旨在確認一門大學的密集英語課程的學習者，能否在為期八週以小組為單位的戲劇表演專題中體驗到DMC。本研究建立在自我決定理論和複雜動態系統觀點之上，並特別關注課程的某一個小組，旨在確認有助於和/或抑制DMC發展因素的各種組合。根據專案日誌所搜集的學習者資料及和教師即研究者的會議訪談，研究結果顯示該小組體驗到了DMC，且是與正向情緒相關各種促進因素的組合和交互作用的結果: 自我協調目標；目標/願景; 能力感、自主感及關聯感；正向的團體動能、關鍵的專題特徵、教師支持及以語言相關的斬獲和個人成長為形式的正向結果。此外，這些促進因素還可以解緩學習者所面臨的挑戰、恐懼、焦慮、小組的緊張關係和分心等削弱性因素。

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Data Availability

Due to confidentiality agreements and to protect the privacy of study participants, data cannot be shared openly.

Notes

  1. Perceptions of group dynamic were not measured in week 1 since the groups had just started working together.

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Authors and Affiliations

  1. Minnesota State University, 230 Armstrong Hall, Mankato, MN, USA

    Glen Poupore

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  1. Glen Poupore
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Correspondence to Glen Poupore.

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Ethics Approval

Institutional Review Board (IRB) at Minnesota State University, Mankato, gave approval for the research, collection of data, and presentation/publication of results on September 21, 2018 (IRB# 1322638).

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Informed consents were obtained from all participants involved in the study before the data collection began.

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The author declares no competing interests.

Appendix

Appendix

Table 12 Project timeline, content, and tasks
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Poupore, G. Learner Engagement, Directed Motivational Currents, and Project-Based Learning: A Pedagogical Intervention with English Learners. English Teaching & Learning (2024). https://doi.org/10.1007/s42321-024-00173-0

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