A Review of Intended Learning Outcomes of English Lessons and Learning Motivation

Abstract

This study uses a descriptive narrative approach to critically analyze the evidence and findings from the recently published literature. The results indicate that explicitly stating the Intended Learning Outcomes and planning are essential for practical English Language Teaching and Learning and are critical for effective English Language Learning. Findings suggest that adopting specific instructional strategies such as graphic organizers that record what students know, what they want to know, and what they have learned significantly improves communicating Intended Learning Outcomes to students and, thereby, activating their schema for language acquisition and cognitive and affective engagement in learning. The study recommends further conducting a systematic scoping review providing suggested strategies that improve students’ engagement in the assessment process. It also provides an overview of learning motivation theories and highlights their direct bearing on achieving Intended Learning Outcomes during the learning process.