چکیده:
Humanizing language learning materials helps language teachers to design activities that are linked to learn- ers’ lives and experiences. This can result in higher motivation and engagement in the process of foreign language learning. Self-determination theory-based instruction enhances learners’ engagement and motiva- tion through supporting the basic psychological needs for autonomy, competence, and relatedness. Howev- er, teachers’ ability to apply coursebook or even teaching style that fosters engagement and motivation among learners has received little attention in EFL context. Therefore, the main purpose of this study was to compare the impacts of the two intervention programs of humanizing the coursebook and self-determination theory-based instruction on developing engagement and motivation among EFL learners. To this aim, 60 homogeneous participants were selected among the foreign language learners and randomly assigned into two experimental groups. Behavioral Regulation Questionnaire and Classroom Engagement Questionnaire were used to measure the determined variables in the study. Whereas both self-determination theory-focused intervention program and coursebook humanization indicated to significantly effect on enhancing motiva- tional subscales, the results of the study provided evidence on substantial effect of humanizing the course- book on promoting behavioral, emotional, cognitive, and agentic engagement subscales among English as foreign language (EFL) learners. The findings validated language teachers’ skills in fostering learners’ en- gagement and motivation through employing the principles of both more humanistic course books and au- tonomy-supportive teaching style within self-determination theory.
خلاصه ماشینی:
Therefore, the main purpose of this study was to compare the impacts of the two intervention programs of humanizing the coursebook and self-determination theory-based instruction on developing engagement and motivation among EFL learners.
Whereas both self-determination theory-focused intervention program and coursebook humanization indicated to significantly effect on enhancing motiva- tional subscales, the results of the study provided evidence on substantial effect of humanizing the course- book on promoting behavioral, emotional, cognitive, and agentic engagement subscales among English as foreign language (EFL) learners.
Keywords: Autonomy-supportive teaching climate, Engagement in learning, Humanizing the course- book, Motivation, Self-determination theory INTRODUCTION Course books are placed at the heart of English teaching settings (Hutchinson & Torres, 1994; *Corresponding Author’s Email: amohseny1328@gmail.
Many studies (Deci, Nezlek, & Sheinman, 1981; Grolnick & Ryan, 1987; Williams & Deci, 1996) indicate that learners with autonomy-supportive teachers have greater intrinsic motivation, higher academic per- formance, and greater engagement in learning.
Many publications highlight the need to develop affectively engaging materials which cater for all learning style preferences (Arnold, 1999; Craik & Lockhart, 1972; Maley, 2003, 2008; Masuhara, 2006; Tomlinson, 2003, 2008).
Data Collection Procedure The main purpose of this study was to investigate the effects of the two instructional intervention programs of humanizing the course book and autonomy-supportive teaching style on fostering EFL learners’ engagement and motivational regu- lations within self-determination theory.
Moreover, to investigate the impact of applying the principles of humanizing the course book on fostering motivation and engagement among the participants, the researchers exposed the second experimental group to the text-driven framework (See Table 2 below) suggested by Tomlinson (2003a).