A dissertation presented to in partial fulfilment of the requirements for degree program

Abstract

The purpose of this dissertation is to conduct a research study the use of an extrinsic reward system to improve behaviour management for motivation in a non-native English lesson. Learning English as a secondary language for non-native speakers is faced with multiple problems. The lack of interest and motivation is cited as one of the major problem facing English learning as a second language. The paper evaluates the effectiveness of extrinsic reward by the teachers in attempts to motivate the students in learning English as a second lesson. Various learning strategies can be applied in motivating the student and can include the teacher’s teaching style, understanding the students’ capabilities, and having relevant teaching plans can help motivate the student in learning the subject.

Chapter 1: INTRODUCTION

Achieving success in teaching is becoming difficult with the traditional method of teaching. A teacher should develop new methodologies to ensure he or she achieves the best results in delivering learning to students.  Motivation is providing someone with a reason to do something. Extrinsic motivation has been cited as one of the significant strategies that can be used in monitoring the behaviours of the student to ensure they become motivated enough in learning the subject. (Anjomshoa, and Sadighi, 2015). Behaviour management is a version of behaviour modification focusing on changing the behaviour of the student to be more manageable in maintaining order while teaching. Behaviour management skills are of significant importance in the education system as it helps the teacher in managing the students. (Buckley and Doyle, 2016) Motivation can either be intrinsic or extrinsic.  Intrinsic motivation originates from inside and involves doing something doe sake of personal satisfaction. In intrinsic motivation, the student motivates him or herself to have the desire and excel in learning. Intrinsic fascination includes self-fascination for the love of the subject and setting goals to achieve a setting grade. The student can be motivated to read so as to satisfy the curiosity and urge of knowing more about the subject. Extrinsic motivation, on the other hand, means the kind of motivation that comes outside the student from external parties (Buckley and Doyle, 2016) Teachers, parents, or colleagues students can be a source of motivation to encourage the student read. Intrinsic motivation can be positive or negative. In positive intrinsic motivation, a student is promised a certain reward, given praise or positive comments which motivates the student in learning. In negative extrinsic punishment is given, and the student ought to work hard in order to avoid the punishment. This leads to the question; between punishing and rewarding, which one changes behaviour and motivates learners better?”

The paper will hence investigate the efficacy of either punishing or rewarding to and choose the most effectual strategy in motivating students. An assumption is that awarding student in for every good deed they do regularly inspires them to change their behaviours and gets more motivated in learning. Rewarding young students regularly on their academic performance influences behaviour transformation more effectively and quickly than punishment.  

Background of the study

From my past teaching experience, I have faced multiple hitches when teaching English to foreign learners. One of the challenges is that the pupils show disinterest into studying the subject. This could be deduced by facial expressions made and the behaviour of each student. Rendering to previous researches, students who are extrinsically inspired find joy in the teaching process and get motivated in learning. (Turner 2017). Additionally, the pupils reluctantly transform their behaviours and subsequently become inspired to achieve a certain goal.  In an attempt to ignite the change of behaviour and inspire motivation, I will evaluate the effectiveness of utilising extrinsic reward program in changing student behaviour and generating inspiration to study over punishing the students. I believe in the opted method of evaluation and affirms confidence that by undertaking the study, I will substantially improve on my teaching experience in practice and sharpen my hands-on skills.

Statement of the problem

Without motivation, most student cannot get motivated in learning a language as their second language. Teachers have the responsibility of motivating young students to inspire them in learning. Motivation can be positive through rewards or negative motivation through punishments. As a teacher, it becomes difficult in choosing the most effective form of motivating young students in learning the language.

Purpose of the study

The purpose of the paper conducting a research study on the use of either positive or negative (punishing or rewarding) extrinsic reward to improve behaviour management for motivation in a non-native English lesson.

Learning objectives

The objectives of the dissertation are to attained vital grasps of the effectiveness of an extrinsically-based reward motivation in regards to behaviour modification in motivating English learning for young students. This will help me in developing effective methods of influencing pupils’ conducts of behaviour to inspire them to work hard through a reward motivation system. The overall objective of the course is hence providing me with practical skills and knowledge to influence conduct and motivational intensities of my pupils over negative motivation such as publishing the students.

The lesson observation forms will be used to evaluate the results after utilising effective motivation strategy on the student. The lesson observation form gives a score sheet by observing the checklist of things the observer looks while I am teaching.

Research Questions

Does rewarding changes the behaviour of the student more compared to punishing?

Does a change of behaviour contribute to the motivation of students in learning?

Are there rewarding strategies to change the behaviour of students and induce motivation?

 

 

 

 

 

 

 

 

CHAPTER 2: LITERATURE REVIEW

Theoretical foundations

There are various theories in language teaching and learning that try to explain on student motivation. According to psychologists and researchers, some of the renowned motivation theories in motivation that will be utilised in the paper include achievement motivation theory, goal orientation theory, self- determination incentive theory, retribution theory, reformative theory.

Methods of positive extrinsic motivations

1. Teachers teaching style.
2. Use of innovative and well-structured lesson plans.

This will help in monitoring the progress of student while delivering to the student to evaluate whether they understand the content.  The teacher should discuss with the individual pupils and engage with them while teaching

1. Understanding students’ behaviours and possibilities
2. Motivating student through setting goals

Set high expectations which inspire and motivate pupils. Motivating students can be done by giving them praise and positive comments when they contribute to a class lesson.

Methods of positive extrinsic motivations

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1. Corporal punishment

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER 3: METHODOLOGY

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER 4: FINDING AND DISCUSSION

The student admits they get aroused and eager to pay more attention in class when they are motivated or given positive comment by the teacher.

Student shows enthusiasm for participation after they notice their colleagues have been appreciated or given a positive comment after participating in class learning.

Plan and teach well-structured lessons

Helps in managing behaviours of student effectively and ensuring a good and conducive learning environment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS

 

 

 

 

 

 

 

 

 

 

 

 

 

BIBLIOGRAPHY

Anjomshoa, L. and Sadighi, F., 2015. The importance of motivation in second language acquisition. International Journal on Studies in English Language and Literature (IJSELL), 3(2), pp.126-137.

Buckley, P. and Doyle, E., 2016. Gamification and student motivation. Interactive learning environments, 24(6), pp.1162-1175.

Mayer, R.E., 2014. Incorporating motivation into multimedia learning. Learning and Instruction, 29, pp.171-173.

Sturman, N., Tan, Z. and Turner, J., 2017. “A steep learning curve”: junior doctor perspectives on the transition from medical student to the health-care workplace. BMC medical education, 17(1), p.92.