Abstract
This study investigates students’ motivation in college English learning under production-oriented approach by means of a questionnaire. Forty students in their first-year study participated in this survey. They came from four different disciplines: electronic engineering, automatic engineering, mechanic engineering and power engineering. They were required to fill in the questionnaire at the beginning of the second semester before the teaching reform and at the end of the second semester when the teaching reform was conducted respectively. Our study indicates that students in increasing numbers begin to show great interest in college English learning under POA, and their intrinsic motivation in English learning has been strengthened while at the same time extrinsic motivation shows a tendency of decline. The potential implication of this finding is that POA may be effective in stimulating students’ motivation in college English learning.
Highlights
Level-based college English teaching has seemingly lost its appeal to students in North China Electric Power University (NCEPU)
Our study indicates that students in increasing numbers begin to show great interest in college English learning under production-oriented approach (POA), and their intrinsic motivation in English learning has been strengthened while at the same time extrinsic motivation shows a tendency of decline
The items in the questionnaire were divided into two dimensions, namely the intrinsic motivation and extrinsic motivation
Summary
Level-based college English teaching has seemingly lost its appeal to students in North China Electric Power University (NCEPU). Zhang (2017) conducted an experimental study on the effectiveness of the production-oriented approach (POA) in college English teaching. Zhang (2017) conducted an experimental study on the effect of the production-oriented approach on college students’ English writing quality. Relevant research indicated that this model can facilitate both theory refinement and textbook improvement, conducive to the practice and research of ELT textbook writing These studies seemingly offer empirical evidence for us to conduct teaching reforms in college English teaching in respect of teaching materials and teaching practice. One can draw the conclusion from the studies that POA is effective to college English learning and students are more likely to be motivated by this new teaching approach to put what is learned into practical use in English writing. A survey of the Effect of POA on Students’ Motivation in College English Learning in NCEPU
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