Scrutinizing the Relationship between Vietnamese English Majors’ Intrinsic Motivation and Perceptions Towards Five Components of the 5Ts Framework

IF 16.4 1区化学 Q1 CHEMISTRY, MULTIDISCIPLINARY

Accounts of Chemical Research Pub Date : 2024-06-17 DOI:10.17323/jle.2024.12603

Diem-Ha Nguyen Thi

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引用次数: 0

Abstract

Background: Intrinsic motivation (IM) is not far from a new research topic in English teaching. However, the relationship between this learning construct and the 5Ts framework, proposed by Renandya (2014) as a teacher-induced motivational agent, has not been explored. Purpose: This work scrutinised the relationship between IM and perceptions towards five components of the 5Ts framework in an attempt to provide a simple means for effective teaching Method: 110 English majors responded to a self-questionnaire containing two scales measuring IM and perceptions towards the 5Ts as a motivational agent. Besides descriptive statistics and Cronbach’s alpha, the present study employed other necessary techniques, such as Pearson’s correlation and regression, to analyse the obtained data to draw results which had pedagogical implications. Results: The research questionnaire reached acceptable reliability, and the students expressed positive levels of IM and perceptions of the 5Ts framework. The results also revealed a positive relationship between these two variables, and students’ perceptions of the 5Ts components predicted their IM. Conclusion: The findings support the hypothesis that the 5Ts framework enhances motivation. In addition, the teacher might need an added approach to enhance the learning motivation in the students with low levels, parallel with the 5Ts implementation for the entire class.

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研究越南英语专业学生的内在动机与对 5Ts 框架五个组成部分的看法之间的关系

背景：内在动机（IM）在英语教学中并不是一个新的研究课题。然而，这一学习建构与 Renandya（2014 年）提出的 5Ts 框架之间的关系（5Ts 框架是教师诱发学习动机的媒介）尚未得到探讨。目的：本研究仔细研究了即时通讯与对 5Ts 框架五个组成部分的看法之间的关系，试图为有效的教学方法提供一种简单的手段：110 名英语专业学生回答了一份自我问卷，其中包含两个量表，分别测量 IM 和对 5Ts 作为激励因素的看法。除了描述性统计和 Cronbach's alpha 之外，本研究还采用了其他必要的技术，如皮尔逊相关和回归，对所获得的数据进行分析，以得出具有教学意义的结果。研究结果研究问卷达到了可接受的信度，学生们对 5Ts 框架的 IM 和感知表达了积极的水平。结果还显示，这两个变量之间存在正相关关系，学生对 5Ts 构成要素的看法预示着他们的即时信息水平。结论研究结果支持 5Ts 框架能增强学习动机的假设。此外，在全班实施 5Ts 的同时，教师可能还需要采取其他方法来提高学习动机水平较低的学生的学习动机。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Accounts of Chemical Research 化学-化学综合

CiteScore

31.40

自引率

1.10%

发文量

312

审稿时长

2 months

期刊介绍： Accounts of Chemical Research presents short, concise and critical articles offering easy-to-read overviews of basic research and applications in all areas of chemistry and biochemistry. These short reviews focus on research from the author’s own laboratory and are designed to teach the reader about a research project. In addition, Accounts of Chemical Research publishes commentaries that give an informed opinion on a current research problem. Special Issues online are devoted to a single topic of unusual activity and significance. Accounts of Chemical Research replaces the traditional article abstract with an article "Conspectus." These entries synopsize the research affording the reader a closer look at the content and significance of an article. Through this provision of a more detailed description of the article contents, the Conspectus enhances the article's discoverability by search engines and the exposure for the research.