Increasing Learner Motivation: Why does students’ motivation get negatively affected in EFL classes in Turkey? SLOGAN: Unchain your brain!

1. INCREASING MOTIVATION AND LEARNING
BY IMPLEMENTING INNOVATIVE
INSTRUCTIONAL METHODS
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2. Table of Content
• Content
• Who are We?
• Gantt Chart
• Chapter Review
• Fishbone Diagram
• Matrix Diagram
• Statement of the Problem
• Literature Review
• Survey & Results
• Suggestions
• References
• Thanks
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3. teacher candy-dates
http://www.ibtimes.co.uk/update-nexus-5-pure-android-5-0-lollipop-fastboot-flashable-native-
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Şule Betül
Aşıkoğlu Pelin Aydın
Asuman Gez
Merve Özçelik
Atilla
Kocabalcıoğlu
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4. Our motto is…
UNCHAIN YOUR
BRAIN!
http://www.china.org.cn/opinion/2011-02/16/content_21934282.htm
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5. Gannt Chart
STEPS October
19,2015
October
21,2015
October
23,2015
October
24,2015
October
25,2015
October
26,2015
Plan
Determination of
the problem
Literature review
targets
Do Determination of
the main causes
Collecting and
preparing data
Check
Checking data
Suggestions
Act
Project preparation
Presentation
EXPECTED
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6. Chapter Review
Personal
Needs
Academic
Needs
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Jones & Jones (2007)

7. Many students meet their personal needs by
successfully completing classroom activities and
assignments.
Other students find school to be anxiety-
producing, frustrating setting and look
elsewhere for the significance competence and
power.
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8. Understanding the research on motivation and its
relationship to student academic needs enables
teachers to implement instruction that results in
virtually all students’ obtaining feelings of worth
within the school setting.
https://www.understood.org/en/learning-attention-issues/signs-
symptoms/academic-readiness/academic-skills-your-child-needs-for-first-grade
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9. FORMULA OF MOTIVATION
Climate Expectation MOTIVATIONValue
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10. As with personal needs, understanding and
response to student’s academic needs are
central factors determining whether we as
educators can create communities in which
learning is viewed as desirable
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11. STUDENT’S ACADEMIC NEEDS
• Understand and value learning goals
• Understand the learning process
• Be actively involved in the learning process
• have learning goals related to their own interests and choices
• Receive instruction matched to their learning styles and strengths
• See learning modeled by adults as an exciting and rewarding process
• Experience success
• Have time to integrate learning
• Receive realistic and immediate feedback that enhances self-efficacy
• Be involved in self-evaluating their learning and effort
• Receive appropriate rewards for performance gains
• Experience a supportive, safe, well-organised learning environment
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12. 1. Understand and value learning goals
• Objective(s)
• Reason(s)
• Activity(ies)
• Assesment
This not only provides students with an
opportunity to examine and discuss the learning goals
but also helps students to understand the learning
process.
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13. 2.Understand the learning process
• Functional definition of learning
• How to study effectively
• Cognitive maps
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14. 3. Be actively involved in the learning
process
• Cooperative learning
• Active involvement, choice and meaningful
activity
• Developing lifelong skills
• Real-world problem solving
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15. 4. Have learning goals related to their
own interests and choices
Studies suggest that students prefer
instructional methods supportive of their special
interests and needs (Davidson, 1999), and that
when these are implemented, students who
have a history of somewhat low achievement
can be very successful.
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16. Cultural Mismatch Whirlpools
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17. 4. Have learning goals related to their
own interests and choices Cont’d
• Utilizing thematic units
• Place-based education
• Involving students in academic goal setting
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18. 5. Receive instruction responsive to
their learning styles and strengths
• Teachers can increase students’ motivation and success
by responding effectively to students’ learning styles.
• Teachers who use the same instructional methods with
every student or who use a limited range of
instructional activities will create a situation in which
some students become frustrated, experience failure,
and respond by misbehaving.
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19. - Adjusting environmental factors to meet
students’ learning needs
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(2007)

20. Howard
Gardner’s work
on multiple
intelligences
theory
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21. 6. Learning modeled by adults as an
exciting and rewarding activity
Teachers possess many characteristics that make
their behavior likely to be modeled.
Teachers will be more effective when students
observe them actively and enthusiastically
engaged in the learning process.
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22. 7. Experience Success
Nobody wants to fail.
Students may feel anxiety when they are given
inappropriate tasks, which causes to divide their
attention between the material and concern
about failure.
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23. 8. Have time to integrate learning
Students need time to internalize and process
what they have learned.
If they do not have enough time, they may begin
to feel confused and experience a sense of
failure.
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24. 9. Receive realistic and immediate
feedback that enhances self-efficacy
Students need immediate, specific and proper feedback
to assess their own learning process. otherwise they tend
to judge their performance as unacceptable.
Not all feedback is effective in improving students’
performances. Studies show that hostile or extensive
criticism creates negative attitudes and lowers
achievements, creativity, and classroom control.
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25. 10. Be involved in self-evaluating their
learning and effort
Students evaluating and recording their own work tend to
develop an internal locus of control and monitor their
progress based on their own efforts.
Providing students with specific data that show their
progress is probably the most effective motivational
strategy
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26. 11. Receive appropriate rewards for
performance gains
Rewards are essential for increasing effort rather
than improving quality of performance.
Therefore, it is better to use them when the goal
and strategy is clear.
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27. 12. Experience a safe, well-organized
learning environment
Classroom
should be
pleasing,
spacious, and
properly lit.
Learners
should feel
physically and
emotionally
safe.
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28. System Student
Material
Teacher
- Course books
mostly based on
grammar exercises
- Test books mostly
based on reading skills
- Inadequate visual
materials
- Content and method
mismatch
- Instruction type
- Corrective feedback
- Curriculum prepared
according to exam-
oriented system
- Highstakes exams
- Washback effect
- Content and interest mismatch
- Having difficulty in valuing
the task
- Not knowing one’s goals
WHY DOES
STUDENTS’
MOTIVATION GET
NEGATIVELY
AFFECTED IN EFL
CLASSES IN
TURKEY?
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29. Matrix Diagram
STUDENTS SYSTEM MATERIAL TEACHER
Şule Betül Aşıkoğlu 4 7 5 6
Pelin Aydın 4 7 5 6
Asuman Gez 7 6 5 4
Atilla Kocabalcıoğlu 5 6 4 7
Merve Özçelik 5 7 6 4
Percentages 22,7 % 30 % 22,7 % 24,5 %
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30. Percentages
1
2
3
4
STUDENTS
TEACHER SYSTEM
MATERIAL
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22,7 %
24,5 %
22,7 %
30 %
Increasing
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31. Statement of the Problem
• Among the factors
influencing
learner’s
motivation, we
have decided on
the Education
System. To specify
furthermore, we
have focused on the
negative washback
effect of high-stakes
EFL exams on EFL
learners.
http://www.philipchircop.com/post/40604773093/our-educational-system-
the-bird-made-it-to-the
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Washback Influence on
High-stakes Exams

32. LITERATURE REVIEW
While doing literature
research about the
relationship between
high-stakes testing and
motivation, we have
encountered that testing
may have a negative
influence on motivation.
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Washback Influence on
High-stakes Examshttp://www.brainclinic.co.za/function.php

33. • One of the most relevant studies on this field
is the work of Kellaghan et al. (1996).
• They concluded that students who take
external examinations focus on performing
goals rather than learning goals. Performing
goals are shallower than learning goals, which
leads surface learning (Deci and Ryan, 1985).
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34. • In the research field the influence of testing
on learning and teaching process is defined as
washback by Shohamy, Donits-Schmidt,
Ferman (1996).
• Washback can be positive or negative
according to the nature and implementation
of examination (Adnan &Mahmood, 2014)
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35. Adnan et al. (2014) state;
“Despite their beneficial or harmful washback,
public exam and test have maintained their
place because they hold a mirror to all the other
activities going on under the umbrella term of
teaching-learning process and other processes
in education system. “
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36. - The case is not very different in Korea as well. Korean high
school students take Korean Scholastic Aptitude test (KSAT) to
enter universities.
- Choi (2008) claims KSAT has greater washback effect on the
Korean education than any other test. Regarding the EFL KSAT’s
English section does not include speaking and writing tests. As a
result, there is very little , if any, teaching of speaking and writing
in high school. This also results in that many Koreans lack
productive skills.
- As students are prepared just to pass the exam, there is a huge
gap between their English proficiency and exam scores. This
shows the failure of multiple choice EFL test preparation to
induce productive English skills.
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37. Shohamy et al.( 1999) suggest;
“In settings where tests are used for scaling and
standardizing an entire population, tests are
viewed as the primary tools through which
changes in the educational system can be
introduced without having to change other
educational components such as teacher
training or curricula.”
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38. SURVEY
We have conducted a survey among twenty
FLED students in our university, who studied in
the foreign language department in high school.
The survey includes six questions through which
we expected to learn their last year experience
of English classes in high school and reveal the
effect of LYS 5 (National University Entrance
Examination on Foreign Languages) on their
motivation for English classes.
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39. 1. How many hours of English class were you suppose
to attend in the last year of high school?
English Class
10 hours of English
12 hours of English
14 hours of English
16 hours of English
65 %
20 %
5 % 10 %
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40. 2. What was the medium of instruction in
your English class in high school?
Medium of Instruction
Turkish
Mixed-Mostly Turkish
Mixed-Mostly English
English
70 %
25 %
5 %
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41. 3. How much of the class time did your
English teacher spend to prepare you for
LYS-5?
Time Allocation to LYS 5 Preparation
All of the classes
Most of the classes
Some of the classes
None of the classes
60 %
30 %
10%
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42. 4. How much of the content presented in
English class matched your interests and
choices?
Content vs Interests
All of the Content
Most of the Content
Some of the Content
None of the Content70%
10 % 5 %
15%
Washback Influence on
High-stakes Exams

43. 5. Please grade the given language skills
according to time allocated in your English
classes in the last year of high school?
• Listening
• Writing
• Speaking
• Reading
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44. –
never seldom sometime
s
often always Total Average
–listening %25,0
0
5
%60,0
0
12
%5,00
1
%10,
00
2
%0,00
0 20 2,00
–writing %30,0
0
6
%25,0
0
5
%35,00
7
%10,
00
2
%0,00
0 20 2,25
-speaking %50,0
0
10
%25,0
0
5
%20,00
4
%0,0
0
0
%5,00
1 20 1,85
–reading %0,00
0
%5,00
1
%5,00
1
%40,
00
8
%50,0
0
10
20 4,35
The table of frequency of language skills
according to time allocated in English classes
in the last year of high school
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45. LISTENING
Frequency of Listening Activities
Never
Seldom
Sometimes
Often
Always
25%
10%
5%
60%
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46. WRITING
Frequency of Writing Activities
Never
Seldom
Sometimes
Often
Always
25%
35 %
10 %
30 %
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47. SPEAKING
Frequency of Speaking Activities
Never
Seldom
Sometimes
Often
Always
5 %
20 %
25 %
50%
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48. READING
Frequency of Reading Activities
Never
Seldom
Sometimes
Often
Always
5 %
5%
50%
40 %
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49. 6. How did the fact that there is no testing of
listening , writing and speaking skills in LYS-5
influence your motivation to study these skills?
LYS-5 Influence on Motivation
No influence
Negavite Influence
Positive Influence
15%
65%
20%
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50. Suggestions on the Problem
For teachers:
• Lesson content should not be prepared solely
according to the topics covered in the high-stakes
exam.
• All language skills should be developed equally by
implementing a variety of activities.
• Instead of grammar based instruction,
communicative and collaborative learning should
be promoted
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51. Suggestions on the Problem
For students:
• Students can involve actively in the process of
academic goal setting.
• Students can collaborate with the teachers to
modify the national curriculum.
• Students should aim to develop other
language skills than required for the high-
stakes exam.
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52. Suggestions on the Problem
For system:
• Teachers and students’ values, interests, and
needs should be taken into consideration.
• Teachers and board of education should
comprise on curriculum.
• Ministry of National Education should
organize in-service training programs for
teachers to create a positive washback.
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53. References
• Imece circles by Hayal Köksal
• Adnan, U., & Mahmood, M. A. (2014). Impact of Public Examination on Teaching of English: A
Washback Perspective. Journal of Education and Practice, 5(2), 132-139. Chicago
• Choi, I. (2008). The impact of EFL testing on EFL education in korea. Language Testing, 25(1), 39-62.
• Deakin Crick, R., & Harlen, W. (2003). Testing and motivation for learning. Assessment in Education:
Principles, Policy & Practice, 10(2), 169-207.
• Deci, E. L. & Ryan R. M. (1985) Intrinsic Motivation and Self-determination in Human Behavior. Plenum:
New York.
• Jones, V. F. & Jones, L. S.(2007). Comprehensive Classroom Management: Creating communities of
support and solving problems, 8th edition. Boston: Pearson/Allyn & Bacon.
• Kellaghan, T., Madaus, G. & Raczek, A. (1996) The Use of External Examinations to Improve Student
Motivation. Washington DC: AERA.
• Muñoz, A. P., & Álvarez, M. E. (2010). Washback of an oral assessment system in the EFL classroom.
Language Testing, 27(1), 33-49.
• Shohamy, E., Donitsa-Schmidt, S., & Ferman, I. (1996). Test impact revisited: Washback effect over
time. Language Testing, 13(3), 298-317
• Wynne Harlen & Ruth Deakin Crick (2003) Testing and Motivation for Learning, Assessment in
Education. Principles, Policy & Practice, 10:2, 169-207
• Yildirim, O. (2010). Washback effects of a high-stakes university entrance exam: Effects of the english
section of the universiry entrance exam on future english language teaching in turkey. Asian EFL
Journal, 12(2), 92-116.
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54. Web Resources
• http://www.ibtimes.co.uk/update-nexus-5-pure-android-5-0-
lollipop-fastboot-flashable-native-lollipop-illusion-roms-1473868
• http://www.ibtimes.co.uk/update-nexus-5-pure-android-5-0-
lollipop-fastboot-flashable-native-lollipop-illusion-roms-1473868
• http://www.ibtimes.co.uk/update-nexus-5-pure-android-5-0-
lollipop-fastboot-flashable-native-lollipop-illusion-roms-1473868
• http://www.alsson.com/about/facilities/primary-facilities
• http://www.brainclinic.co.za/function.php
• https://www.facebook.com/photo.php?fbid=10153250298873108
&set=a.452047908107.225606.703658107&type=3&theater
• http://www.slideshare.net/Presentationsat24point0/fishbone-
diagram-powerpoint-slides

55. Special Thanks to
Dr. Hayal Köksal teacher
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225606.703658107&type=3&theater

56. THANK YOU FOR YOUR
ATTENTION
Sincerely yours,
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