Level Of Motivation Research Articles

Task-Based Language Teaching: A Systematic Review of Research and Applications

Task-Based Language Teaching (TBLT) has gained widespread recognition as an effective approach in language education, emphasizing meaningful communication and real-world language use. TBLT focuses on learners completing tasks that mirror authentic language use, promoting both linguistic and communicative competence. Despite its popularity, challenges in implementation, teacher training, and resource availability have raised questions about its effectiveness across different educational contexts. This systematic review aims to evaluate the research and applications of TBLT, analyzing its impact on language proficiency, student engagement, and instructional outcomes. The review includes qualitative and quantitative studies from various contexts, ranging from primary to higher education, as well as English as a Foreign Language (EFL) and English as a Second Language (ESL) settings. The findings reveal that TBLT enhances language acquisition, particularly in developing speaking and listening skills, and fosters greater learner autonomy. However, successful implementation requires adequate teacher training and institutional support. Challenges such as curriculum alignment and assessment remain significant obstacles in some educational environments. Despite these issues, TBLT consistently promotes higher levels of student engagement and motivation. In conclusion, TBLT offers considerable benefits for language learning, but its success is highly dependent on contextual factors such as teacher preparedness and curriculum flexibility. Further research is needed to explore long-term outcomes and effective strategies for overcoming implementation barriers.

Motivations of Sports Tourists and Their Companions in Participating in Rowing Activities in the Eastern Economic Corridor (EEC)

This study explores the motivations of sports tourists and their companions in participating in rowing activities within Thailand’s Eastern Economic Corridor (EEC). Water-based sports tourism, such as rowing, has increased in popularity due to its integration of physical activity with natural environments. A quantitative research design was employed, using structured questionnaires to assess five key motivational categories: physical health, personal achievement, social interaction, psychological well-being, and experiential enjoyment. A total of 200 participants, including sports tourists and their companions, were surveyed at various rowing events in the EEC. Results show high motivation levels across all categories, with experiential motivation being the most significant factor, followed by physical health and personal achievement. These findings underscore the importance of promoting rowing as an activity that addresses both physical and psychological needs while fostering social connections. Future research could explore how these factors influence long-term participation and retention in sports tourism.

Classroom Environment Engraving Teachers’/students’ Level of Motivation

Classroom environment plays a pivotal role in increasing or decreasing the level of motivation of both the teachers and students. Classroom environment could involve various elements, from behaviors and personality to resource availability. This study explores to understand who develops the classroom environment. For this study, a qualitative design was applied. Open-ended interview techniques were conducted. Open interview questions were distributed to teachers and students of various departments, of both bachelor’s and master’s degrees. Altogether 18 respondents participated in this study and shared their opinion on classroom environment and their level of motivation. Coded data was triangulated for analysis, and the crystallization method was applied for giving additional meaning to the analyzed data. The results suggest that classroom environment is shaped by both students and teachers’ behaviour. It was found that teachers and students’ views mostly contributed to the classroom environment and the level of motivation to learn and to teach. Teachers with a flexible nature can complement in motivating students in creating a harmonious classroom environment. Within the same classroom, there could be multiple environments at different times with different teachers but with the same group of students. Even within the same student group, there exist various natures – some find humor interesting, for others interaction and discussion make them active. Students are vigilant and are concerned about the teaching methodology. This can raise the level of motivation of students, which can have a positive impact on the teachers. Teachers’ motivation level increases when the classroom environment is organized and disciplined as expected by them. The changes and the new generation create a different environment. This instigate a teacher to also change their ways of teaching that is situationally-fit. This generates difficulties for a teacher because it instigate them to change their teaching pattern, behavior and personality. Teachers’ level of motivation and classroom environment have a close relation. Both contribute to the quality of education.

Mediating Effect of Firefighters' Resilience and Public Service Motivation Regarding the Influence of Depression on Their Work Engagement During COVID-19.

In this study, we aimed to investigate the influence of resilience or public service motivation (PSM) on firefighters' work engagement during the coronavirus disease (COVID-19) pandemic. We conducted an online survey with 304 firefighters assigned to Gyeonggi-do between October 27 and 28, 2022, and collected their demographic information; work-related data; mood, anxiety and insomnia symptoms; and work-related attitudes. The leading causes of firefighters' stress were physical and mental health decline due to heavy workloads (46.4%), verbal abuse and assault from civilians (33.9%), conflict with coworkers (18.4%), and death of colleagues (13.2%). The results of the logistic regression analysis revealed that high levels of resilience (OR = 1.28, p < 0.001), service motivation (OR = 1.17, p < 0.001), and non-exposure to death (OR = 0.33, p = 0.005) led to high work engagement. Mediation analysis showed that resilience and PSM mediated the influence of depression on work engagement. The work engagement of firefighters is influenced by resilience, PSM, and exposure to death.

Health Risks Associated with Adopting New-Generation Disposable Products Among Young Adults Who Use E-Cigarettes.

New-generation disposable e-cigarettes have become increasingly popular among young adults in the USA since the FDA's partial flavor ban. This study aims to examine longitudinal changes in health risks among young adults who adopted these novel products, as well as the health effects of device types beyond the effects of other important e-cigarette characteristics. This study recruited e-cigarette users via voluntary response sampling from three college campuses in the USA to respond to four-wave online surveys conducted in four consecutive semesters. Among the participants who adopted disposables during the study, their health risks (dependence symptoms, respiratory symptoms, combustible tobacco use) and e-cigarette consumption characteristics (use frequency, nicotine concentration and flavors) before and after the adoption were compared using paired-sample t- or McNemar's tests. Generalized linear mixed models with a random intercept were conducted on data from the entire sample to investigate the effects of device type (tank, cartridge/pod, disposable) on health risks, controlling for other e-cigarette consumption characteristics. The study sample of 650 e-cigarette users were, on average, 20 years old, with 49% being male, 70% being White, and 13% being Hispanic. Adopting disposables may increase secondary dependence motives (t = 2.42, p < 0.05) and the use of higher levels of nicotine concentration (t = 2.09, p < 0.05) and sweet flavors (x2 = 22.53, p < 0.05) but decrease the number of times of vaping per day (t = -2.18, p < 0.05) and the use of menthol flavors (x2 = 4.57, p < 0.05). Tank use is associated with a higher level of primary dependence motives (b = 0.1998, p < 0.05) and a greater odds of using combustible tobacco (b = 0.4772, p < 0.05). Although disposable use is not associated with the likelihood of using combustible tobacco, it is associated with higher levels of both primary (b = 0.2158, p < 0.05) and secondary (b = 0.2533, p < 0.05) dependence motives. It is not the device type, but rather the frequency of vaping, that affects respiratory symptoms (b = 0.0602, p < 0.05). The findings indicate that when young adults switch to disposables, their e-cigarette dependence and use of sweet-flavored e-liquids increase. Even after controlling for use frequency, nicotine concentration and flavors, using disposables is related to not only instrumental motives that are influenced by psychological and environmental contexts but also heavy, automatic use that can operate without environmental cues. Given the health risks associated with disposable e-cigarettes, more comprehensive tobacco product regulations that consider the impact of device types may be needed.

Reading Engagement and the Reader in the Foreign Language Classroom: Students' Perceptions on Assessment Methods

Despite the fact that Foreign Language (FL) literature is considered to be an important element in English as a Foreign Language (EFL) lessons, it is not part of the majority of classrooms (Bloemert et al. 2016). In most Spanish high-schools, FL literature is introduced by means of mandatory readers: these are often not worked on in the lessons and students are asked to read them on their own and take an exam. Taking into account that assessment methods have a direct influence on students’ level of engagement, reading motivation and learning achievement (Guthrie &amp; Wigfield, 2000; Gujbels &amp; Dochy, 2006; van der Watering et al. 2008), this study analyses the perceptions of 52 students in their first year of upper-secondary education on two different assessment methods during two different terms. In the first term, the reader was used in the classroom and students were asked to do an individual assignment at the end. In the second term, students read the reader on their own and took an exam. The data were gathered by means of a students’ questionnaire and systematic classroom observation. Overall, results show a preference towards the individual assignment in terms of reading engagement and a ‘deep learning’ approach to the reading experience.

Promoting physical activity among cancer survivors through general practice: a realist review.

Multiple studies have shown that physical activity improves cancer survivorship, by decreasing risk of second primary cancers and chronic conditions. However, cancer survivor physical activity levels remain low. General practice presents more opportunities for lifestyle interventions, such as increasing physical activity. We conducted a realist review of physical activity interventions relevant to general practice. A total of 9728 studies were obtained from a systematic search of the CINAHL, Embase, PsycINFO, PubMed, and SPORTDiscus databases from the inception of the electronic database to 21 June 2024. We focussed on intervention studies that improved physical activity among cancer survivors and were relevant to general practice. Data extraction focussed on: what makes physical activity interventions effective for cancer survivors (what works) and what factors promote physical activity for cancer survivors (for whom it works). Thirty-seven studies were used to generate themes on the components of physical activity interventions that are likely to work and for whom; these studies facilitated goal setting, action planning, self-monitoring, social support, and shaping of knowledge; through delivering tailored motivational support, evoking a teachable moment, and promoting the use of self-monitoring tools. Interventions that were cost-effective and easily implementable improved sustainability, deployability, and uptake by cancer survivors. Cancer survivor psychological and physical factors, such as baseline motivational levels and post-treatment symptoms, influenced the uptake of physical activity interventions. Our realist review has highlighted opportunities for general practices to promote physical activity among cancer survivors through collaborative goal setting, action planning, self-monitoring, social support, and shaping of knowledge.

Competition between small groups of students during Cultural studies classes as means of enhancing their motivation when learning a foreign language

Importance. The article focuses on the issues of enhancing linguist students’ motivation of studying a foreign language on the example of a “Cultural studies” course on the training profile “Interpreter/ Translator in cross-cultural communication”. A number of conditions in organizing the process of studying that contribute to enhancing motivation of students when studying a foreign language have been found.Research methods. Among the methods, used in the current study, one may distinguish theoretical methods (analysis of special literature on psychology, pedagogics and methods of teaching foreign languages in terms of motivation to more efficient studying process) as well as practical methods (forming experiment, observation and carrying a survey).Results and discussion. As a result of the analysis of theoretical and methodological material on motivation to studying process there have been elicited certain methods, techniques and forms of studying process – active questioning, work in small groups of students, competition between groups of students, introspection. The authors of this article have worked out a survey, aimed at accessing the level of motivation. The results of the forming experiment are presented in the practical part of the article. It was possible to make a conclusion on the effectiveness of changing the types of students’ activities as well as the role of diverse forms of work during classes. The study proved that these factors influence the students’ motivation. The experiment also showed that student collective creative activity in small groups is the most effective when compared to other types of activities.Conclusion. The results of the carried experiment can serve as methodological recommendations on seminars in High school.

The effects of emotional expressivity and self-efficacy levels of individuals with substance addiction on treatment compliance

ABSTRACT Objective The present study was conducted to determine the effects of emotional expressivity and self-efficacy levels of individuals with substance addiction on treatment compliance. Methods A total of 183 patients who were receiving substance addiction treatment were included in this cross-sectional study. The data were collected by using the Personal Information Form, EmotionalExpressivity Scale (EES), Self-Efficacy Scale (SES), and Treatment Compliance Scale (TCS). Results In the present study, the emotional expressivity total score average of the participants was found to be 26.53 ± 9.03, their self-efficacy/sufficiency total score average was 74.15 ± 14.84, and their treatment compliance total score average was 85.27 ± 17.25. A negative and significant relationship was detected between the TCS total score and the EES total score of the participants, and there was a positive and significant relationship with the SES total score average (p < .05). Conclusion When the total scores that were received from the scales were evaluated, the participants’ emotional expressivity scores, self-efficacy perceptions, and treatment compliance were at moderate levels. It was concluded that as the level of emotional expressivity decreased, the treatment motivation levels of the individuals increased and the increase in the self-efficacy levels was a factor that boosted individuals’ treatment compliance.

Does poverty really stifle ambition? A latent profile analysis of achievement motivation for economically disadvantaged Chinese university students

This research aims to investigate the differences in achievement motivation between college students from low-income and normal-income backgrounds, and to explore the key characteristics of achievement motivation among underprivileged college students. A survey was conducted with 260060 college students, and Latent Profile Analysis (LPA) was employed to identify the types of achievement motivation among underprivileged college students. Results showed that: (1) achievement motivation levels were significantly higher among underprivileged students compared to their non-poor counterparts. Specifically, in China, underprivileged students were significantly more driven to strive for success and less inclined to avoid failure; (2) the study identified four types of achievement motivation among disadvantaged students: Optimists (high pursuit of success, low failure avoidance, accounting for 7.90 %); Self-protectors (low pursuit of success, high failure avoidance, accounting for 29.40 %); Failure Acceptors (low pursuit of success, low failure avoidance, accounting for 39.30 %); and Overstrivers (high pursuit of success, high failure avoidance, accounting for 23.40 % of the sample). Conclusion: (1) poor students are more eager to succeed than non-poor students in China; (2) Optimists and Overstrivers seem the more positive types of achievement motivation (accounting for 31.30 %).

Classification of Factors Causing the Decline in Student Learning Achievement in The Post-Pandemic Period Using the C4.5 Algorithm (Case Study: STMIK Kaputama)

The COVID-19 pandemic that has hit Indonesia since 2020 has brought significant changes to various aspects of life, including the learning system in universities. Universities, which originally implemented face-to-face learning processes, were forced to adapt to online learning. However, this change causes various obstacles, especially for students who experience learning loss, namely a decrease in interest and motivation to learn which has an impact on academic achievement. This research aims to classify the factors that cause the decline in student learning achievement in the post-pandemic period at STMIK Kaputama using the C4.5 algorithm. Using data from STMIK Kaputama students as a sample, this research analyzes various factors such as access to technology, involvement in online learning, participation in face-to-face learning, social support, learning motivation, economic conditions, family, college, and academic stress levels. It is hoped that the results of this research will provide a deeper understanding of the dominant factors that cause a decline in learning achievement, as well as become a reference for educational institutions in developing strategies to overcome the negative impacts of online learning during the pandemic Keywords: C4.5 Algorithm, Decrease in Achievement, Data Classification

Ai, ei, oi: A Project-Based Interdisciplinary Project Against Gender-Based Violence

Competence describes pedagogical processes involving teachers, students, contents, methodologies, and skills for new social and academic grounds. It encompasses gender equality-based awareness to enhance students’ critical thinking as active educators. This longitudinal study describes an interdisciplinary project to raise awareness of gender equality at secondary school, provides a space for teachers and students to address gender-based violence in a flexible student-based and response-based PBL methodology while self-sustained engagement and motivation heightens more complex cognitive development and competence. Results conclude that intrinsic motivation levels increase dramatically when students’ awareness regarding social impact is accomplished, schools benefit from students’ inclusion in planning and decision-making processes, and gender awareness is enhanced as they become active social educators. Most importantly, students’ self-motivated and sustained increase of meta-awareness and metacognitive strategies relate to active decision-making in the context of gender-based violence and social and academic education.

The effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students: A quasi-experimental study.

Background: Since the increasingly complex structure of health care services brings many ethical problems, it is important to use different instructional technologies in the ethical education of future nurses.Aim: The aim of this study was to determine the effect of role play prepared with video support on ethical decision-making and motivation levels of nursing students.Research design: A quasi-experimental study with pretest-posttest design.Participants and research context: The research was conducted in the Nursing Department of a University located in Istanbul, Turkey between October 15 and November 15, 2024. The sample of the research consisted of 3rd year nursing students. Data were collected using the Descriptive Characteristics Form, the Nursing Dilemma Test, and the Instructional Material Motivation Scale for Single-Use.Ethical considerations: Permission was obtained from Bezmialem Vakif University Non-Interventional Ethical Research Committee and the institution where the study was conducted for the implementation of the research. Written and verbal consent was obtained from all participants in accordance with the Helsinki Declaration.Findings: While there was no difference between the students' Ethical Dilemma Test Principled Thinking pre-test and post-test scores, their Practical Consideration (p = .005) and motivation levels (p = .037) post-test scores were found to be higher. There was a weak but significant negative correlation between academic achievement and pre-test teaching material motivation levels (r = -0.375, p = .041).Discussion: The use of different teaching methods and techniques in ethics education in nursing is important for future nurses to find more practical solutions to the ethical problems they will encounter during patient care.Conclusion: The results of the study indicate that the use of video-supported role play can be effective in teaching ethics courses in nursing education.

Partisan (A) Symmetries in Hardball: Mass Level Support of Hardball Equivalent Across Party and Race

Constitutional hardball is when partisan actors engage in legal tactics that violate democratic norms for political advantage. The Republican Party seems to have engaged in hardball more than the Democratic Party in recent years, which is surprising as both parties should be similarly incentivized to use hardball. This asymmetry in elite behavior could reflect differences in what each parties’ coalitions tolerate. For example, non-white voters might oppose hardball tactics more than white voters for reasons such as hardball historically being used to enforce racial hierarchies. If true, that could constrain on Democratic elites’ actions more Republican elites due to Democrats’ more racially diverse base. I draw on a long line of research on partisanship and group interest to argue instead that both white and non-white voters of both parties should be similarly disposed towards hardball. This article then marshals data from the American National Election Survey (ANES) and original surveys to test that argument. In support of my hypotheses, I find white and non-white members of both parties have similar levels of support and similar motivations for hardball. Political elites are likely free to engage in undemocratic acts such as hardball with little fear of backlash from their supporters.

Comparison of Motivation and Job Satisfaction of Teachers Working in Schools with Low and High International SACERS Scale Scores

In recent years, countries have taken many initiatives to determine the quality of their educational environments and to raise them to a certain level of standard. At the center of this effort to assess and improve quality is the School Age Care Environment Rating Scale International [SACERS]. At its core, SACERS assesses critical aspects of school-age care settings. This study aimed to compare the teaching motivation and job satisfaction levels of teachers working in schools with high and low SACERS scores. A total of 242 teachers from five general schools in Kazakhstan with low SACERS scores and five schools with high SACERS scores participated in the study, which used a causal comparison design. Schools were categorized according to SACERS score. 'Teaching Motivation Scale' and Minnesota Job Satisfaction Scale' were used to collect the data. The analysis revealed that teachers had high levels of job satisfaction and teaching motivation in schools with high SACERS scores.

An andragogical proposal to improve teaching skills at the university level

The development of andragogy training enhances the competencies of university teachers. This study aimed to propose a training program in andragogy to improve teaching effectiveness at the university level. Using a quantitative methodology within a non-experimental design, the research included a sample of 193 teachers, using surveys and questionnaires as instruments. The results revealed that, in general, teaching competencies were at a moderate level, with particular emphasis on strategies that foster intrinsic motivation and opportunities for reflection, self-assessment, and evaluation of adult learners' motivation levels. Generally, the results highlight that andragogy training strengthens teaching competencies and enriches classroom interaction.

GAFEE: 5 Steps to Teach Effectively

This paper presents GAFEE instructional design: a new proposed model that integrates the principles of gamification with the 5E instructional model to increase the levels of motivation of the students. The GAFEE model blends the five phases of 5E learning model Engage, Explore, Explain, Elaborate, and Evaluate with a game-based approach that increases the level of interactivity. This model comprises seven constructs: According to the nature of the problem and the design principles, we have Goal-Oriented Engagement, Autonomous Access and Exploration, Feedback-Enhanced Explanation, Challenge-Driven Elaboration, Collaborative Evaluation, Iterative Design and Technological Synergy. Each of the identified constructs is backed up by a literature review proving the efficiency of the given construct. An example of the implementation of the GAFEE model is best described in a fourth-grade English course where the students’ vocabulary, grammar, and speaking skills are enhanced. These points stress the positive outcome of the application of the game environment to the educational process, motivation, individual learning, and feedback systems. Lastly, the paper highlights on the effectiveness of the proposed GAFEE instructional design to alter the instructional practices and point out the areas of future research in gamification of education.

Implementation of and challenges in differentiated L2 language instruction: A systematic literature review (2014-2023)

In the realm of second language (L2) education, differentiated instruction (DI) has garnered significant attention as an adaptive approach to meeting diverse learner needs. This study systematically reviews the 2014-2023 research on the implementation and related challenges of DI in L2 instruction. Through a comprehensive analysis of empirical studies, the review highlights key DI strategies, and the obstacles faced in practical application. Findings suggest that while DI can foster more inclusive and effective L2 learning environments; however, challenges persist, such as resource constraints, teacher preparedness, and varying student motivation levels. This review synthesizes current knowledge to provide educators, policymakers, and researchers with valuable insights, ultimately aiming to enhance the efficacy of DI in L2 education.

An exploratory study on teachers’ perspective on applicability of neurolinguistic programming in developing language learning (at the high school level)

Neuro Linguistic Programming (NLP) is a fast-emerging set of tools and techniques for developing linguistic competencies among learners and teachers as well. NLP enables us to better understand the way our brain processes the words that we use and how that can impact our past, present and future. Learning second language offers high level of motivation and satisfaction to the learners. Similarly, teaching second language requires lots of planning and innovation in its application. In this context, NLP could be very helpful for teachers to improve their teaching skills, and similarly, it could facilitate learners to learn second language in a congenial environment. It could provide a roadmap for teachers to enhance the linguistic competence of their learners. On the other hand, it could enable the learners to identify their grey areas and provide solutions to work on their weaknesses. At this backdrop, the present paper attempts an exploratory study of teachers' perspective on the applicability of Neuro Linguistic Programming in developing Language Skills at the High School Level. / Keywords: neuro linguistic programming (NLP), second language (l2), teachers, learners, classroom, LSRW skills.

Students’ Perceptions of Using Reciprocal Teaching Groups Strategy in Extensive Reading Activities

Reading plays a pivotal role in language learning, particularly in acquiring proficiency in English. However, Indonesian secondary students often struggle with comprehending reading materials due to their difficulty level exceeding their proficiency and a less conducive learning environment that contributes to disengagement. This gap in reading comprehension prompted the initiation of this research, which aimed to investigate how reciprocal teaching groups could enhance extensive reading activities for students. This research conducted qualitative methods within a microethnography framework, the study engaged six junior high school students as participants. Data collection involved observations, interviews, and students' reflective journals to gather comprehensive insights. The results highlighted that implementing reciprocal teaching group strategies positively impacted students' motivation and comprehension levels during reading activities. Moreover, these strategies fostered a more interactive and independent learning atmosphere, addressing the monotony often associated with traditional reading sessions. By actively involving students in reciprocal teaching groups, they were able to deepen their understanding of the study materials more effectively. Thus, the findings suggest that integrating reciprocal teaching group strategies is a beneficial approach to enhancing students' learning outcomes in extensive reading. This research underscores the potential of collaborative learning methods in improving reading proficiency among secondary school students, offering insights into how educators can innovate teaching practices to better support students' language learning needs.