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The models of the process-oriented period explore the short-term and long-term changes in the individuals’ motivation as they learn L2. This approach views motivation as a dynamic factor which fluctuates within a class period, a year, and a lifetime. [3] Models from this period include the process model and the motivational self-system.
Goal theory is the label used in educational psychology to discuss research into motivation to learn. Goals of learning are thought to be a key factor influencing the level of a student's intrinsic motivation .
Intrinsic motivation comes from internal factors like enjoyment and curiosity; it contrasts with extrinsic motivation, which is driven by external factors like obtaining rewards and avoiding punishment. For conscious motivation, the individual is aware of the motive driving the behavior, which is not the case for unconscious motivation.
Student engagement occurs when "students make a psychological investment in learning. They try hard to learn what school offers. They take pride not simply in earning the formal indicators of success (grades and qualifications), but in understanding the material and incorporating or internalizing it in their lives."
Learner characteristics and cognitive learning outcomes have been identified as the key factors in research on the implementation of games in educational settings. In the process of learning a language through an online game, there is a strong relationship between the learner's prior knowledge of that language and their cognitive learning outcomes.
In English-speaking countries, they have integrative motivation, the desire to learn the language to fit into an English-language culture. They are more likely to want to integrate because they 1. Generally have more friends and family with English language skills. 2. Have immediate financial and economic incentives to learn English. 3.
Language learning strategies is a term referring to the actions that are consciously deployed by language learners to help them learn or use a language more effectively. [1] [2] They have also been defined as "thoughts and actions, consciously chosen and operationalized by language learners, to assist them in carrying out a multiplicity of tasks from the very outset of learning to the most ...
Intrinsic motivation has been found to be hard to modify, and attempts to recruit existing intrinsic motivators require a non-trivially difficult individualized approach, identifying and making relevant the different motivators needed to motivate different students, [30] possibly requiring additional skills and intrinsic motivation from the ...