Examinando por Autor "Gil Morales, Maria Teresa"

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    Ítem
    The effects of vision intervention as a motivational strategy on studets motivation and classroom behaviors
    (Universidad Andrés Bello, 2019) Cisternas Ojeda, Manuela; Jiménez Gómez, Daniela; Gil Morales, Maria Teresa; Rodríguez Escobar, Ignacia; Tamblay Chirino, Camila; Varela Mondaca, Teresita; Sato, Masatoshi; Facultad de Educación y Ciencias Sociales
    In the field of second language (L2) education, motivation plays a crucial role for both teaching and learning contexts. Different motivational strategies have been investigated to examine their effectiveness on increasing students’ motivation in the classroom. According to the L2 Motivational Self System (L2MSS) (Dörnyei, 2005, 2009b), learners’ future self-images (vision) can determine and sustain learners’ motivation. However, there is limited empirical evidence showing the relationship between students’ motivational levels and actual motivated behavior. The present study aims to examine the role that vision plays in motivating students and the possible changes that it may exert in their actual motivated behavior. The participants were 50 EFL university-level students in Chile, who were assigned to two groups, experimental (EX) and control (CN). The treatment involved a series of classroom activities designed to tap into learners’ vision, over a 6-week period; the control group received the intervention without the vision components. In order to collect data, three instruments were used. The motivational questionnaire was applied prior and after the intervention. Moreover, behavioral data (i.e., teacher-centered and group-work activities) was obtained before and after the intervention, using the number of words and turns in the L1 and L2 produced by the participants. Furthermore, exit interviews were conducted to examine the learners’ L2MSS. Findings showed that the vision intervention positively affected participants’ Ideal L2 Self. Most importantly, the current study provided observational evidence that there is a positive relationship among the use of vision as a motivational strategy, students’ motivational levels, and their actual classroom behaviors