Nonlinear Dynamic Motivation-Oriented Learner-Centered L2 Classroom

Year 2018, , 781 - 810, 28.12.2018

Akbar Bahari

https://doi.org/10.19171/uefad.505650

Cited By: 1

Abstract

Both positive and negative aspects of teacher-learner relationships need to be addressed to provide a better picture of the actions and reactions between them. The present study focused on the negative aspects which serve to obstruct teaching-learning process in L2 classroom. To this end, 189 English as a foreign language (EFL) learners were consulted and interviewed concerning their attitudes towards the negative influence of some obstructive aspects of teacher-centered and test-oriented EFL classrooms as well as the potential behind replacing such classes with nonlinear dynamic motivation-based learner-centered classrooms. The findings revealed that teacher-centered and test-oriented EFL classrooms are not only the cause of obstructive aspects of learning process, but also the main cause of quitting language learning and oppositional behavior among the academic EFL learners. The main implications of the study is the need for pedagogical reformations to create a learner-centered EFL classroom, where motivational factors of the learner as the main beneficiary of the EFL classroom are catered for and valued.

Keywords

nonlinear dynamic motivation-based, reactance theory, dynamic systems theory, L2 motivational self system

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