EN
Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities
Abstract
The purpose of this study is to determine what motivates students to speak Spanish outside of planned classroom interactions. These desired instructional and motivational methods, in theory, would lead to the goal of intrinsic motivation in students to interact in the target language whenever possible (with the teacher, with classmates, and with others outside of Spanish class). In addition, this leads to an analysis of how teaching techniques affect student engagement. The completion of this study has proven that student motivation rests in their abilities to relate the language to their own interests. Furthermore, various prompting strategies can promote a more extensive use of the target language. Over time, this combination of strategies will lead to an unprompted and authentic conversation that extends beyond the planned classroom activities.
Keywords
References
- Bahous, R., Bacha, N., & Nabhani, M. (2011). Motivating students in the EFL classroom: A case study of perspectives. English Language Teaching, 4(3), 33-43.
- Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-47.
- Brimijoin, K. (2002). Differentiation and high-stakes testing: An oxymoron? Theory into Practice, 44(3), 254-261.
Details
Primary Language
English
Subjects
-
Journal Section
Research Article
Publication Date
January 31, 2019
Submission Date
July 10, 2017
Acceptance Date
-
Published in Issue
Year 2019 Volume: 9 Number: 1
APA
Krepel, R., & Sinclair, E. (2019). Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities. The Journal of Language Learning and Teaching, 9(1), 115-127. https://izlik.org/JA47GN73BY
AMA
1.Krepel R, Sinclair E. Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities. jltl. 2019;9(1):115-127. https://izlik.org/JA47GN73BY
Chicago
Krepel, Randy, and Eric Sinclair. 2019. “Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities”. The Journal of Language Learning and Teaching 9 (1): 115-27. https://izlik.org/JA47GN73BY.
EndNote
Krepel R, Sinclair E (January 1, 2019) Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities. The Journal of Language Learning and Teaching 9 1 115–127.
IEEE
[1]R. Krepel and E. Sinclair, “Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities”, jltl, vol. 9, no. 1, pp. 115–127, Jan. 2019, [Online]. Available: https://izlik.org/JA47GN73BY
ISNAD
Krepel, Randy - Sinclair, Eric. “Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities”. The Journal of Language Learning and Teaching 9/1 (January 1, 2019): 115-127. https://izlik.org/JA47GN73BY.
JAMA
1.Krepel R, Sinclair E. Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities. jltl. 2019;9:115–127.
MLA
Krepel, Randy, and Eric Sinclair. “Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities”. The Journal of Language Learning and Teaching, vol. 9, no. 1, Jan. 2019, pp. 115-27, https://izlik.org/JA47GN73BY.
Vancouver
1.Randy Krepel, Eric Sinclair. Motivating Secondary Students to Speak in Spanish Outside of Structured Classroom Activities. jltl [Internet]. 2019 Jan. 1;9(1):115-27. Available from: https://izlik.org/JA47GN73BY