Visible learning and visible motivation
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Vera Busse
Abstract
The chapter approaches motivation from a practitioners’ perspective and tries to illustrate how motivational theories can help language teachers working in higher education to gain deeper insights into students’ learning behavior. Particular attention is paid to the importance of setting challenging short-term goals and providing ample opportunities for practice and feedback, in combination with nourishing long-term language goals in students’ ideal self-beliefs. The chapter points towards the potential of content and language integrated learning (CLIL) in this respect, cautioning, however, that feedback becomes even more important when such a challenging teaching approach is chosen. The chapter concludes by introducing a question cycle that encourages teachers to explore their students’ motivation and to identify possible motivational trouble zones.
Abstract
The chapter approaches motivation from a practitioners’ perspective and tries to illustrate how motivational theories can help language teachers working in higher education to gain deeper insights into students’ learning behavior. Particular attention is paid to the importance of setting challenging short-term goals and providing ample opportunities for practice and feedback, in combination with nourishing long-term language goals in students’ ideal self-beliefs. The chapter points towards the potential of content and language integrated learning (CLIL) in this respect, cautioning, however, that feedback becomes even more important when such a challenging teaching approach is chosen. The chapter concludes by introducing a question cycle that encourages teachers to explore their students’ motivation and to identify possible motivational trouble zones.
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Introduction 1
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PART I. Theoretical and practical insights into motivation
- Directed motivational current 9
- Motivation, autonomy and metacognition 31
- Motivating teachers and learners as researchers 51
- Motivating language teachers 71
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Part II. Studies on motivation in foreign language classrooms
- Swedish students’ beliefs about learning English in and outside of school 93
- Giving voice to the students 117
- Motivation meets bilingual models 139
- Visible learning and visible motivation 157
-
Epilogue
- Motivation 177
- Name index 185
- Subject index 189
Chapters in this book
- Prelim pages i
- Table of contents v
- Contributors vii
- Introduction 1
-
PART I. Theoretical and practical insights into motivation
- Directed motivational current 9
- Motivation, autonomy and metacognition 31
- Motivating teachers and learners as researchers 51
- Motivating language teachers 71
-
Part II. Studies on motivation in foreign language classrooms
- Swedish students’ beliefs about learning English in and outside of school 93
- Giving voice to the students 117
- Motivation meets bilingual models 139
- Visible learning and visible motivation 157
-
Epilogue
- Motivation 177
- Name index 185
- Subject index 189
