Negotiating course material to counter poor learner motivation

Abstract

This paper details a teacher-implemented intervention, negotiating learner-generated materials, with the aim of improving low levels of learner motivation. This had resulted from the introduction of a problematic entry test policy acting as gatekeeper to an internationally-accredited diploma course in the learners’ specialized technical subject. For the learners, successful completion of the diploma course would guarantee social and financial benefits including promotion, increased salary and prestige within the military institution. However, an order came from the commanding officer that learners would only be accepted onto the diploma course if they attained an IELTS test score of Band 5. This requirement was not attainable by the learners in the time available and represented a threat to their career aspirations, which would negatively affect them personally, economically and professionally. Consequently, there was a substantial drop in learner motivation. An intervention was constructed and conducted during the course over a two-week period to supplement students’ course book in order to counter such poor levels of motivation. The study was set within the critical paradigm, using quantitative and qualitative data collecting methods to answer my research question: “To what extent does the intervention (asking learners to choose a topic, select original material, and suggest the type of tasks to be produced for the material) have a positive effect on learners’ levels of motivation?” Key findings included an observed increase in learner engagement and a greater level of concentration than in recent classes together with reduced learner worry about the IELTS test. Several conclusions are offered as to the efficacy of conducting such an intervention and how it could impact on learner motivation. يتمحور هذا البحث حول التدخلات التي من الممكن أن يقوم بها الأستاذ في الصف من أجل رفع مستويات الدوافع التعلمية لدى الطالب، وخصوصاً تلك القائمة على إعادة التفكير بما يقدمه الطالب. أتت هذه الدراسة كنتيجة لتطبيق اختبار دخول غير محكم يحدد القبول في برنامج دبلوم معتمد دولياً في تخصص الطالب. النجاح في إكمال الدورة يقدّم للطالب منافع اجتماعية ومادية مثل الترقية، وزيادة الراتب، ورفع السمعة والمنصب داخل المؤسسة العسكرية. وبالرغم من ذلك، فقد جاء أمر من الضابط المسؤول بأن القبول في البرنامج يعتمد أيضاً وبشكل أساسي على نتيجة 5 في اختبار IELTS. ولم يكن الطلاب في المستوى المطلوب ليحصلوا على هذه النتيجة في امتحان اللغة الإنجليزية في المدة المحددة. شكّل ذلك عائقاً أمام تطلعاتهم المهنية، وأثّر عليهم بشكل سلبي من...