Motivational Orientation and Active Learning in Language Teacher Education
Author Information
Author(s): Halimi Florentina, Tryzna Marta, Brunstein Angela
Primary Institution: Gulf University for Science and Technology
Hypothesis
This study investigates the impact of active learning instruction on the motivational orientation of pre-service language teachers.
Conclusion
Pre-service language teachers reported high motivation and engagement levels, indicating a need for a balance between various teaching strategies.
Supporting Evidence
- Pre-service teachers reported high levels of motivation and engagement.
- Participants experienced all types of instruction in their language education program.
- Motivation, engagement, and active instruction are highly correlated.
Takeaway
Future language teachers feel more motivated to succeed than to avoid failure, and they like both active and passive teaching methods.
Methodology
Data were collected using the AGQ-R and StRIP questionnaires and analyzed through repeated measures MANOVAs and correlation coefficients.
Limitations
The findings cannot be generalized beyond the specific university major and type in Kuwait.
Participant Demographics
Participants included 96 female and 41 male pre-service language teachers, with an average age of 23 years.
Statistical Information
P-Value
p<0.001
Statistical Significance
p<0.001
Digital Object Identifier (DOI)
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