Enhancing Foreign Language Motivation through the Magic of Cooperative Learning: Dream or Reality?

Autor/inn/en	Fakhri Alamdari, Ebrahim; Ghani, Fariborz
Titel	Enhancing Foreign Language Motivation through the Magic of Cooperative Learning: Dream or Reality?
Quelle	In: Foreign Language Annals, 55 (2022) 1, S.237-257 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fakhri Alamdari, Ebrahim) ORCID (Ghani, Fariborz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0015-718X
DOI	10.1111/flan.12590
Schlagwörter	Second Language Learning; Second Language Instruction; Student Motivation; Foreign Countries; Comparative Analysis; Learning Motivation; Cooperative Learning; Teamwork; Reading Instruction; Writing Instruction; Teaching Methods; Intervention; Attitude Change; Cultural Influences; Context Effect; Iran + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Schulische Motivation; Ausland; Motivation for studies; Lernmotivation; Kooperatives Lernen; Leseunterricht; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Attitudinal change; Einstellungsänderung; Cultural influence; Kultureinfluss
Abstract	Motivation, a major contributor to the acquisition of language skills, can be promoted consciously through principled methods. This study investigated the impact of cooperative learning (CL) on foreign language (FL) learners' motivation in Iran. Both quantitative and qualitative measures were applied to pursue the aims of this study. The participants were 180 male and female intermediate FL learners in three groups. The Experimental Group 1 (N = 60) received two CL techniques: Student Teams-Achievement Division and Cooperative Integrated Reading and Composition (CIRC). The participants in Experimental Group 2 (N = 60) received Round-Table and Think-Pair-Share techniques. The participants in the Control Group (N = 60) were taught the same materials conventionally without any CL strategies. The Language Learning Orientations Scale (LLOS-IEA) was used before and after the intervention to track changes in FL learners' motivation. The results indicated that the integration of CL techniques into FL classrooms had a significant impact on FL learners' motivation in both experimental groups. The post-hoc Tukey's Test also depicted no statistically significant difference between the two experimental groups after the intervention. The results of Kruskal-Wallis test comparing the three groups in subscales of LLOS also revealed that all subscales--amotivation, intrinsic (Knowledge, Accomplishment, and Stimulation) and extrinsic (External Regulation, Introjected Regulation, and Identified Regulation) motivation--were statistically significant. In addition, the analysis of the qualitative data revealed some cultural and contextual constraints associated with Iranian context. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01