1. (Turkish Air Force Language School)
İ.H.KESKİN
Maj
TUAFLS
(Turkish Air Force Language School)

2. Motivation Construct in Language Learning

3. OUTLINE 1- Definition of Motivation 2- Two Emerging Perspectives
6 C’s of Motivation by Turner & Paris
The ARCS Theory by John Keller
3- Role of Technology
4- Conclusion

4. “The most important attitude that can be formed is that of the desire to go on learning”
John Dewey, 1938

5. OUTLINE 1- Definition of Motivation 2- Two Emerging Perspectives
6 C’s of Motivation by Turner & Paris
The ARCS Theory by John Keller
3- Role of Technology
4- Conclusion

6. DEFINITION OF “MOTIVATION”
Majority says:
‘Motivation is a prerequisite to learning.’

7. DEFINITION OF “MOTIVATION”
For some,
‘Motivation is an internal state or condition (sometimes described as a need, desire, or want) that serves behavior and drives it.’

8. DEFINITION OF “MOTIVATION”
Franken :
It is the arousal, direction, and persistence of behavior.

9. DEFINITION OF “MOTIVATION”
Energizes behaviors
Directs behaviors
Enables persistence towards a goal
Exists in varying strengths

10. Vroom’s formula for motivation
DEFINITION OF
“MOTIVATION”
Vroom’s formula for motivation
E X V = M
Expectancy times Value equals Motivation.
Value : The degree to which an individual desires the rewards that accompany success of the task.
Expectancy : The degree to which an individual expects to be successful at any given task.

11. DEFINITION OF “MOTIVATION”
A step beyond…
M = Effort X Performance X Satisfaction
A low value in one will result in a low value of motivation. All three must be present in order for motivation to occur.

12. DEFINITION OF “MOTIVATION”
For the resulting behaviour of motivation to be high, the individual is required to have self-confidence and put enough effort into whatever he or she is doing.

13. DEFINITION OF “MOTIVATION”
MASLOW’S HIERARCHY OF NEEDS
Abraham Maslow (1908 – 1970)
Dedicated his life to understanding
human motivation.
Discovered that people experience
“peak experiences“ when in harmony
with themselves and their surroundings.

14. DEFINITION OF “MOTIVATION”
MASLOW’S HIERARCHY OF NEEDS
Tran scendence
Self-Actualiza tion
Aesthetic Needs
Need to Know & Understand
Esteem Needs
Belongingness & Love Needs
Safety Needs
Physiological Needs
• Growth needs
• Deficiency needs

15. DEFINITION OF “MOTIVATION”
MASLOW’S HIERARCHY OF NEEDS
Esteem Needs
Belongingness & Love Needs
Safety Needs
Physiological Needs
4. Competence, Approval,
Recognition
3. Affiliation with Others
2. Be Away from Danger
1. Hunger,Thirst

16. DEFINITION OF “MOTIVATION”
MASLOW’S HIERARCHY OF NEEDS
Tran scendence
Self-Actualization
Aesthetic Needs
Need to Know & Understand
8. Realization of Potential
7. Self_Fulfillment
6. Symmetry, Order, Beauty
5. Exploration

17. DEFINITION OF “MOTIVATION”
MASLOW’S HIERARCHY OF NEEDS
Satisfied needs cease to motivate students.
When threatened, student needs become
more basic.
Self-Actualization drives people to utilize their
most unique abilities.

18. DEFINITION OF “MOTIVATION”
MASLOW’S HIERARCHY OF NEEDS
The self-actualized are :
Problem focused
Appreciate life
Concerned about personal growth
Can have peak experiences

19. OUTLINE 1- Definition of Motivation 2- Two Emerging Perspectives
6 C’s of Motivation by Turner & Paris
The ARCS Theory by John Keller
3- Role of Technology
4- Conclusion

20. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION by Turner & Paris
CHOICE
CHALLENGE
CONTROL
COLLABORATION
CONSTRUCTING MEANING
CONSEQUENCES

21. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION
CHOICE :
Instructors should provide explicit choices.
Students choose tasks that appeal to their interests at their ability levels.

22. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION
CHALLENGE :
Students thrive tasks at or just beyond their skill levels. If the task is difficult, frustration and anxiety occurs. If it is too easy, boredom is experienced.
Tasks must match the skill.
Constant feedback from the students is needed immediately.

23. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION
CONTROL :
Instructors should involve the students in the process.
Students should take part in decision making, organizing content, choosing teams and partners which
will make students feel more responsible, more independent, and more self-regulated.
What instructors must do is limit choices to prevent anxiety.

24. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION
COLLABORATION :
‘Two heads are better than one’.
Sharing knowledge equals to peer motivation.
With this, the students teach each other.
The instructors role is to teach them how to work together effectively.

25. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION
CONSTRUCTING MEANING :
Metacognition is a means of understanding the value of learning.
The instructors should set meaningful goals, use authentic activities and assessments, build a rationale for learning.

26. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION
CONSEQUENCES :
Feeling appreciated and noticed is motivating.
The instructors are supposed to provide opportunities to brag, display student work, provide opportunities for all to succeed at something.
Instructor’s praise is the most motivating of all.

27. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION
The Six C’s of Motivation strategies have the potential to enhance students' motivation when applied to open-ended tasks.
When engaged in meaningful open-ended tasks, the effect of learning is more powerful.

28. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

29. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

30. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

31. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

32. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

33. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

34. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

35. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

36. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

37. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

38. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

39. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

40. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

41. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

42. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

43. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

44. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

45. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

46. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

47. EMERGING PERSPECTIVES
6 C’S OF MOTIVATION

48. THE ARCS THEORY by John Keller
EMERGING PERSPECTIVES
THE ARCS THEORY by John Keller
Attention - What are you doing to gain and maintain students’ attention?
Relevance - How do you demonstrate the relevance of the content to your students?
Confidence - What are you doing to build confidence in students that they will be able to learn and apply the content?
Satisfaction – Upon learning, what do you do to impart satisfaction amongst students?

49. EMERGING PERSPECTIVES
THE ARCS THEORY
Attention : Performance Requirements (expectations)
 – Establish trust.
 – Clearly outline class requirements and evaluative criteria.
 – Utilize participant modeling.

50. EMERGING PERSPECTIVES
THE ARCS THEORY
Attention : Success Opportunities (self-confidence)
 – Provide many and varied learning experiences.
 – Sequence instruction – harder material built on easier.
 – Allow choice when demonstrating learning.
 – Provide encouraging and informational feedback.  

51. EMERGING PERSPECTIVES
THE ARCS THEORY
Attention : Personal Control
– Give learning contracts.
– Give customized / individualized assignments.

52. EMERGING PERSPECTIVES
THE ARCS THEORY
Relevance : Natural Consequences (practical application)
 – Incorporate real-world projects.
 – Demonstrate practicality of skills & knowledge learned.

53. EMERGING PERSPECTIVES
THE ARCS THEORY
Relevance : Positive Consequences (reinforcement)
 – Supply extrinsic rewards.
 – Engage individual students to understand and elicit
intrinsic rewards.
 – Provide public forums for student display of work.

54. EMERGING PERSPECTIVES
THE ARCS THEORY
Relevance : Equity (fairness)
– Apply stated performance expectations consistently.
– Provide checkpoints along the way.

55. EMERGING PERSPECTIVES
THE ARCS THEORY
Confidence :
Perceptual Arousal (creating curiosity)
– Inject personal, emotional, or controversial material.
– Use novel delivery methods.
– Use cases or mystery scenarios.

56. EMERGING PERSPECTIVES
THE ARCS THEORY
Confidence : Inquiry Arousal (increasing curiosity)
– Use socratic method.
– Create paradoxes.
– Use resolved issues.

57. EMERGING PERSPECTIVES
THE ARCS THEORY
Confidence : Variability (maintaining interest)
– Use differentiated instructions.
– Use group dynamics.

58. EMERGING PERSPECTIVES
THE ARCS THEORY
Satisfaction :
Goal Orientation (meeting learner needs)
– Allow students to define own and class goals.
– Provide multiple examples of practical content utility.
– Invite guest lecturers & discussion moderators.

59. EMERGING PERSPECTIVES
THE ARCS THEORY
Satisfaction : Motive Matching (ownership)
– Provide for individual projects.
– Provide for group projects.
– Provide opportunities to assume different classroom
roles.

60. EMERGING PERSPECTIVES
THE ARCS THEORY
Satisfaction : Familiarity (personal connections)
– Utilize concrete examples and analogies.
– Use current examples.

61. OUTLINE 1- Definition of Motivation 2- Two Emerging Perspectives
6 C’s of Motivation by Turner & Paris
The ARCS Theory by John Keller
3- Role of Technology
4- Conclusion

62. ROLE OF TECHNOLOGY Technology helps to motivate students, as it…
 Garners and maintains student attention,
Enables the conceptual to be made visual,
 Dynamically represents processes often seen as static or theoretical,
 Brings the real world into the normally self-contained classroom,
 Leverages the visual learning strengths of many students.

63. ROLE OF TECHNOLOGY Studies tell us that…
Using multimedia as an instructional method results in increased student motivation.
Simulations and virtual tours are consistently rated by students as highly motivating.  

64. ROLE OF TECHNOLOGY Virtual Tours are favoured because…
They are grabbing student attention by being unique, bringing the real world to the classroom and demonstrating applicability of skills and knowledge being studied.  

65. OUTLINE 1- Definition of Motivation 2- Two Emerging Perspectives
6 C’s of Motivation by Turner & Paris
The ARCS Theory by John Keller
3- Role of Technology
4- Conclusion

66. CONCLUSION 5 Key Processes That Motivate Emphasizing Effort
Creating Hope
Respecting Power
Building Relationships
Expressing Enthusiasm

67. CONCLUSION Emphasizing Effort
Allow the 3 R’s : Redo - Retake - Revise
to teach students that improvement is a sure sign of
effort .
 Let students accumulate points to cash in for credit later.
Emphasize, on­time & first time efforts.
Show how their success is rewarded in life.
Help to develop attainable goals.

68. CONCLUSION Creating Hope
Help students develop goals by encouraging them to follow these 4 steps.
1. Decide on a goal you want to reach.
2. Decide on a plan to attain this goal.
3. Do each step in your plan, one at a time.
4. Reward yourself .

69. CONCLUSION Respecting Power
Involve students in developing procedures, rules and consequences.
Ask for an opinion.
Give responsibility to direct and enforce.
Correct students(calmly, consistently, briefly, respectfully).
Show students they already have what it takes.

70. CONCLUSION Building Relationships Emphasize and affirm the student.
Be open to student feedback.
Send notes to students.
Offer genuine compliments.
Give students non­contingent attention.
Invest 2 min per day to build relationships.
Host a 5 min focus group by meeting with students to find out what is or is not working for them.

71. CONCLUSION Expressing Enthusiasm
Let students know you love being their teacher.
Share your love of the subject.
Be a lifelong learner.
Be lighthearted.
Arouse interest early.
Encourage drama as a form of expressing knowledge.

72. CONCLUSION Expressing Enthusiasm Be what you are teaching.
BE YOURSELF !