Effectiveness of a scaffolded autonomous learning scheme in enhancing learners’ motivation in EFL classes

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation Pub Date : 2025-02-01 DOI:10.1016/j.lmot.2024.102084

Nurah Alfares

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引用次数: 0

Abstract

This study investigated the impact of a scaffolded autonomous learning scheme based on self-determination theory (SDT) on English as a Foreign Language (EFL) learners’ motivation. The study used an experimental approach by applying the one-group pre- and post-test design. The number of participants included in this study was 31 students, aged 18–19; they were first-year students studying English in the preparatory year at Umm Al-Qura University. The motivation scale used was Gardner’s Attitude/Motivation Test Battery, which was modified to measure language learning motivation. The researcher designed and applied an intervention-scaffold autonomous scheme based on SDT. The study found that the intervention scheme significantly improved learners’ motivational factors related to nervousness, self-efficacy, and confidence. The T-test also reported improved views of the English lecturer’s role, increased value for student input, encouragement of independent thought, and increased personal effort in learning. Results showed that a course scheme significantly improved participants’ motivation through clear learning objectives, flexible activities, engaging assignments, and an inspiring layout. The results suggest that the language learning program has had a positive and all-encompassing impact on participants’ motivations, with some items showing lower mean scores. Overall, the language education initiative has had a positive and all-encompassing impact on participants’ motivations.

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框架式自主学习模式在外语课堂上提高学习者学习动机的有效性

本研究探讨了基于自我决定理论的框架式自主学习方案（SDT）对英语学习者学习动机的影响。本研究采用实验方法，采用单组前测和后测设计。本研究共纳入31名学生，年龄18-19岁；他们是Umm Al-Qura大学预科学习英语的一年级学生。使用的动机量表是加德纳态度/动机测试组，该量表经过修改以测量语言学习动机。研究人员设计并应用了一种基于SDT的介入支架自主方案。研究发现，干预方案显著改善了学习者的紧张感、自我效能感和自信等动机因素。t检验还报告了对英语讲师角色的看法有所改善，增加了学生投入的价值，鼓励独立思考，并增加了个人学习的努力。结果表明，课程方案通过明确的学习目标、灵活的活动、引人入胜的作业和鼓舞人心的布局，显著提高了参与者的学习动机。结果表明，语言学习项目对参与者的动机产生了积极而全面的影响，有些项目的平均得分较低。总体而言，语言教育倡议对参与者的动机产生了积极而全面的影响。

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

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.