According to Atkinson & Raynor (1974), our decision to do something is influenced by a force which is the product of the value attached to the goal and success expectancy, and these have been the most researched factors in the area of motivation. When one or the other is zero, there is no motivation to perform an action. In my previous posts, I have considered motivation to be a ‘process whereby a certain amount of instigation force arises, initiates action, and persists as long as no other force comes into play to weaken it and thereby terminate action, until the planned outcome has been reached’ (Dörnyei, 1998).
Our learners will value and be more attentive to what happens in the classroom if they can perceive the link between a short-term lesson goal and their long-term goal. With a relevant short- term goal in place, we keep a learner’s vision alive, increase success-expectancy and encourage learners to use appropriate strategies to complete a task. We can then offer informative feedback, acknowledging progress and providing pointers to future action for further improvement. In this way, we encourage learners to persist by actively engaging them in the learning process, we provide them with the means to further success and we drive intrinsic motivation and effective learning. When we consider how we might realise value and success expectancy in the language classroom, it becomes apparent that the whole might be bigger than the sum of the parts.
Annie McDonald, co-author of the English Result series.
In this series of articles, Annie McDonald, co-author of the