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Motivation Across Platforms.
~
Shishmareva, Mariia.
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Motivation Across Platforms.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Motivation Across Platforms./
作者:
Shishmareva, Mariia.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2022,
面頁冊數:
65 p.
附註:
Source: Masters Abstracts International, Volume: 84-04.
Contained By:
Masters Abstracts International84-04.
標題:
Teacher attitudes. -
電子資源:
https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29340348
ISBN:
9798352602041
Motivation Across Platforms.
Shishmareva, Mariia.
Motivation Across Platforms.
- Ann Arbor : ProQuest Dissertations & Theses, 2022 - 65 p.
Source: Masters Abstracts International, Volume: 84-04.
Thesis (M.A.)--Brigham Young University, 2022.
This item must not be sold to any third party vendors.
Motivation in language learning has been studied for quite a long time. However, the main focus has been on motivation in face-to-face learning environments. Motivation in online learning can be different due to many factors. This study compared how a language instructor used motivational strategies in face to-face vs. Zoom classes; and how students reacted to these motivational strategies. For these purposes the Motivational Orientation of Language Teaching (MOLT) was used for observations. Results showed that while the teacher used many of the same motivational strategies in both sections, some categories like Social Chat, Referential Questions and Volunteering had significantly higher scores in face-to-face classes. Results suggest that good teaching is good teaching, however remote classes offer differ affordances and such courses require careful planning.
ISBN: 9798352602041Subjects--Topical Terms:
3548277
Teacher attitudes.
Motivation Across Platforms.
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Motivation in language learning has been studied for quite a long time. However, the main focus has been on motivation in face-to-face learning environments. Motivation in online learning can be different due to many factors. This study compared how a language instructor used motivational strategies in face to-face vs. Zoom classes; and how students reacted to these motivational strategies. For these purposes the Motivational Orientation of Language Teaching (MOLT) was used for observations. Results showed that while the teacher used many of the same motivational strategies in both sections, some categories like Social Chat, Referential Questions and Volunteering had significantly higher scores in face-to-face classes. Results suggest that good teaching is good teaching, however remote classes offer differ affordances and such courses require careful planning.
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