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Journals / The Journal of Language Learning and Teaching / 2012 / Cilt: 2 - Sayı: 2

Understanding self-regulated learning and its implications for strategy instruction in language education

Aminah Ma Ping
Pages
89–104
Publication Date
2016-07-14
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These findings dispute teachers’ supposed lack of extrinsic motivations and support a continuum of motivations for professionalization, as seen in the types of extrinsic motivations in SelfDetermination Theory.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:What motivates language teachers to pursue professionalization?
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Key Findings & Data:A total of 433 foreign language teachers participated in the online survey.
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Conclusion & Impact:These findings dispute teachers’ supposed lack of extrinsic motivations and support a continuum of motivations for professionalization, as seen in the types of extrinsic motivations in SelfDetermination Theory.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:self-regulated learning · strategy instruction · language learning strategies

Abstract

What motivates language teachers to pursue professionalization? Using the American example of National Board certification, this study examined the strength and interrelationships of five motivational factors for foreign language teacher professionalization: improved teaching, financial gain, internal validation, external validation, and collaboration. A total of 433 foreign language teachers participated in the online survey. Repeated measures ANOVAs found improved teaching, financial gain, and internal validation were strong motivations, whereas the other two were less strong or weaker motivations. Additionally, correlational analyses showed a negative correlation between the two highest motivations, improved teaching and financial gain, indicating that they may represent two distinguishing motivational dimensions. These findings dispute teachers’ supposed lack of extrinsic motivations and support a continuum of motivations for professionalization, as seen in the types of extrinsic motivations in SelfDetermination Theory.

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Cite This Article

Ping, A. M. (2016). Understanding self-regulated learning and its implications for strategy instruction in language education. The Journal of Language Learning and Teaching, Cilt: 2 - Sayı: 2, 89–104. https://ajindex.com/articles/137748

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References (8)

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