Students' motivation types in the smart approach to ESP instruction

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F21%3AA2202AQY" target="_blank" >RIV/61988987:17450/21:A2202AQY - isvavai.cz</a>

Výsledek na webu

<a href="https://ajet.org.au/index.php/AJET/article/view/6677/1749" target="_blank" >https://ajet.org.au/index.php/AJET/article/view/6677/1749</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14742/ajet.6677" target="_blank" >10.14742/ajet.6677</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Students' motivation types in the smart approach to ESP instruction

Popis výsledku v původním jazyce

This article focuses on the smart approach applied in teaching two topics (referred to as learning contents) within English for Specific Purposes with regard to students' motivation types. It introduces results of the research conducted in this field. The research is based on the definition of the term smart set by Silverio-Fernandez et al. (2018) and the theory of motivation types created by Plaminek (2010), who designed the standardised Motivation Type Inventory distinguishing four motivation types (accurators, coordinators, directors, explorers). Data were collected via didactic tests; quantitative methods were applied to calculate the potential increase in students' knowledge as a difference between pre-test and post-test scores in the didactic tests. In total, 119 prospective teachers from the Faculty of Education and the Faculty of Science at Jan Evangelista Purkyne University participated in this research conducted via quasi-experimental ex-post-facto method for 12 weeks. The smart approach included the exploitation of smart devices and technologies (applications) in faceto-face instruction and in-home preparation for lessons. Three main hypotheses were set to prove whether the smart approach to ESP instruction can be applied to learners of all motivation types. According to the findings, the smart approach suited students of all motivation types; however, coordinators' increase in knowledge was significantly higher compared to explorers and directors in one of the learning contents.

Název v anglickém jazyce

Students' motivation types in the smart approach to ESP instruction

Popis výsledku anglicky

This article focuses on the smart approach applied in teaching two topics (referred to as learning contents) within English for Specific Purposes with regard to students' motivation types. It introduces results of the research conducted in this field. The research is based on the definition of the term smart set by Silverio-Fernandez et al. (2018) and the theory of motivation types created by Plaminek (2010), who designed the standardised Motivation Type Inventory distinguishing four motivation types (accurators, coordinators, directors, explorers). Data were collected via didactic tests; quantitative methods were applied to calculate the potential increase in students' knowledge as a difference between pre-test and post-test scores in the didactic tests. In total, 119 prospective teachers from the Faculty of Education and the Faculty of Science at Jan Evangelista Purkyne University participated in this research conducted via quasi-experimental ex-post-facto method for 12 weeks. The smart approach included the exploitation of smart devices and technologies (applications) in faceto-face instruction and in-home preparation for lessons. Three main hypotheses were set to prove whether the smart approach to ESP instruction can be applied to learners of all motivation types. According to the findings, the smart approach suited students of all motivation types; however, coordinators' increase in knowledge was significantly higher compared to explorers and directors in one of the learning contents.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

O - Projekt operacniho programu

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY

ISSN

1449-5554

e-ISSN

—

Svazek periodika

37

Číslo periodika v rámci svazku

2, SI

Stát vydavatele periodika

AU - Austrálie

Počet stran výsledku

15

Strana od-do

66-80

Kód UT WoS článku

000650199300005

EID výsledku v databázi Scopus

—