The Relationship between Academic Motivation Types and Learning Styles of Pre-service EFL Teachers

Year 2022, , 591 - 611, 15.12.2022

Derya Uysal

https://doi.org/10.19126/suje.1108158

Cited By: 1

Abstract

This study was conducted so as to reveal how pre-service ELT teachers’ learning style and motivation are associated. 198 pre-service teachers enrolled in the ELT department of Alanya Alaaddin Keykubat University in Turkey took part in the study. Data of the study was gathered via two research instruments that are Academic Motivation Scale and Learning Styles Inventory III. The scales were delivered to the pre-service teachers during tutorials in early first semester, Jan-Feb, 2022. Expected relationships in the hypotheses formulated were tested via Chi square test analysis in SPSS. According to the results, 4 hypotheses were confirmed; however, the second hypothesis was rejected. Therefore, the results revealed that gender differentiated motivation and learning styles of ELT student teachers. However, although year level differentiated motivation, it did not differentiate learning styles of ELT pre-service teachers. Last, motivation of ELT pre-service teachers differentiated their learning style. Results of the study are significant in terms of filling in the gap regarding the research on how motivation relates to learning styles of pre-service teachers.

Keywords

ELT student teachers, Experiential learning theory, Learning style, Motivation, Self-determination theory.

References

• Arbabisarjou, A., Zare, S., Shahrakipour, M., & Ghoreishinia, G. (2016). The survey of the relationship between the learning style and academic performance in students of Medical Sciences. Health Sciences, 5(7S), 338-342.
• Bieg, S., Backes, S., & Mittag, W. (2011). The role of intrinsic motivation for teaching, teachers’ care and autonomy support in students’ self-determined motivation. Journal for Educational Research Online, 3(1), 122-140.
• Bruinsma, M., & Jansen, E. P. (2010). Is the motivation to become a teacher related to pre‐service teachers’ intentions to remain in the profession?. European Journal of Teacher Education, 33(2), 185-200.
• Cano, J. (1999). The relationship between learning style, academic major, and academic performance of college students. Journal of Agricultural Education, 40, 30-37.
• Curtis, K., & Youngquist, S. T. (2013). Part 21: categoric analysis: Pearson chi-square test. Air medical journal, 32(4), 179-180.
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
• Demir, Z. (2008). Uzaktan Eğitim Öğrencilerinin Akademik Güdülenme Düzeyleri (SAÜ Örneği). Unpublished Master's Thesis Dissertation , Sakarya Üniversitesi Sosyal Bilimler Enstitüsü.
• Elliot, A. J., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218–232.
• Fuad, A. Z., & Andriana, M. (2020, May). Why Does Individual Learner Perform Better than Others? Relating Students Learning Style to Academic Performance. In International Conference on English Language Teaching (ICONELT 2019) (pp. 319-322). Atlantis Press.
• Gencel, İ. E. (2007). Kolb'un deneyimsel öğrenme kuramına dayalı öğrenme stilleri envanteri-III'ü Türkçeye uyarlama çalışması. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9(2), 120-139.
• Ha, N. T. T. (2021). Effects of learning style on students achievement: experimental research. Linguistics and Culture Review, 5(S3), 329-339.
• Heffler, B. (2001). Individual learning style and the learning style inventory. Educational studies, 27(3), 307-316.
• İlçin, N., Tomruk, M., Yeşilyaprak, S. S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC medical education, 18(1), 1-8.
• In de Wal, J. J., den Brok, P. J., Hooijer, J. G., Martens, R. L., & van den Beemt, A. (2014). Teachers' engagement in professional learning: Exploring motivational profiles. Learning and Individual Differences, 36, 27-36.
• Kaldi, S., & Xafakos, E. (2017). Student teachers’ school teaching practice: The relation amongst perceived self-competence, motivation and sources of support. Teaching and Teacher Education, 67, 246-258.
• Kim, H., & Cho, Y. (2014). Pre-service teachers’ motivation, sense of teaching efficacy, and expectation of reality shock. Asia-Pacific Journal of Teacher Education, 42(1), 67-81.
• Kirn, T. Y. (2009). Korean Elementary School Students’ Perceptual Learning Style, Ideal L2 Selt and Motivated Behavior. English Language and Linguistics, 9(3).
• Koestner, R., & Losier, G. F. (2002). Distinguishing three ways of being highly motivated: A closer look at introjection, identification, and intrinsic motivation. In E. L. Deci & R. M. Ryan (Eds.), Handbook of Self-determination Research (pp. 101–121). University of Rochester Press.
• Kolb, A. Y., & Kolb, D. A. (2009). Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development. In The Sage Handbook Of Management Learning, Education and Development, 42-68. Sage Publishing.
• Kolb, D. A. (1999). The kolb learning style inventory. Hay Resources Direct
• Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2001). Experiential Learning Theory: Previous Research and New Directions. Perspectives on Thinking, Learning, and Cognitive Styles, 1(8), 227-247.
• Koludrović, M., & Ercegovac, I. R. (2015). Academic motiüvation in the context of self-determination theory in initial teacher education. Croatian Journal of Education, 17(1), 25-36.
• Magulod Jr, G. C. (2019). Learning styles, study habits and academic performance of Filipino University students in applied science courses: Implications for instruction. JOTSE: Journal of Technology and Science Education, 9(2), 184-198.
• Maison, A., Darmaji, D. A. K., & Rahmat Perdana, L. A. (2019). The Phenomenon of Physicology Senior High School Education: Relationship of Students' Attitudes toward Physic, Learning Style, Motivation. Universal Journal of Educational Research, 7(10), 2199-2207.
• McHugh, M. L. (2013). The chi-square test of independence. Biochemia medica, 23(2), 143-149.
• Middleton, M. J., & Midgely, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89,710–718.
• Özder, H., & Motorcan, A. (2013). An analysis of teacher candidates’ academic motivation levels with respect to several variables. British Journal of Arts and Social Sciences, 15(1), 42-53.
• Öztürk, G, Aydın, B. (2019). English language teacher education in Turkey: Why do we fail and what policy reforms are needed?. Anadolu Journal of Educational Sciences International (AJESI), 9 (1), 181-213.
• Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology, 94(1), 186.
• Power, K., & Goodnough, K. (2019). Fostering teachers’ autonomous motivation during professional learning: a self-determination theory perspective. Teaching Education, 30(3), 278-298.
• Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236.
• Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98(1), 209.
• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
• Sengodan, V., & Iksan, Z. H. (2012). Students' learning styles and intrinsic motivation in learning mathematics. Asian Social Science, 8(16), 17.
• Severiens, S. E., & Ten Dam, G. (1994). Gender differences in learning styles: A narrative review and quantitative meta-analysis. Higher education, 27(4), 487-501.
• Skaalvik, E. M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71–81.
• Spittle, M., Jackson, K., & Casey, M. (2009). Applying self-determination theory to understand the motivation for becoming a physical education teacher. Teaching and Teacher Education, 25(1), 190-197.
• Spittle, S., & Spittle, M. (2014). The reasons and motivation for pre-service teachers choosing to specialise in primary physical education teacher education. Australian Journal of Teacher Education, 39(5), 1-25.
• Taylor, I. M., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to understanding the antecedents of teachers’ motivational strategies in physical education. Journal of Sport and Exercise Psychology, 30(1), 75-94.
• Tekin, A. K. (2016). Autonomous motivation of Omani early childhood pre-service teachers for teaching. Early Child Development and Care, 186(7), 1096-1109.
• Vallerand, R. J., Pelletier, L., Blais, M., Briere, N., Senecal, C., & Vallieres, E. (1992). The academic motivation scale: a measure of intrinsic motivation, extrinsic motivation, and amotivation in education. Education and Psychological Measurement, 52, 1003–1017.
• Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N. & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444.
• Wang, C. K. J., & Liu, W. C. (2008). Teachers’ motivation to teach national education in Singapore: a self-determination theory approach. Asia Pacific Journal of Education, 28(4), 395-410.
• Yüce, K., Şahin, E. Y., Koçer, Ö., & Kana, F. (2013). Motivations for choosing teaching as a career: A perspective of pre-service teachers from a Turkish context. Asia Pacific Education Review, 14(3), 295-306.