What facilitates students' active engagement in learning English in the classroom?: Causal analysis between psychological needs, English classroom motivation and engagement

Access this Article

Search this Article

Author(s)

Abstract

The purpose of this study was to examine the facilitating factors of intrinsic English classroom motivation and students' classroom engagement. On the basis of Self-determination theory and the hierarchical model of motivation, this study examined the causal relationship between psychological needs and classroom engagement mediated by classroom motivation. Motivation is defined in terms of a Japanese EFL classroom context and intrinsic aspect, named intrinsic English classroom motivation, to differentiate trait motivation that most preceding studies on motivation have addressed. The participants were 69 high school students. Correlational and causal analyses revealed that the need for competence was (1) the strongest facilitating effect on intrinsic English Classroom motivation, and (2) the strongest indirect effect on classroom engagement. Moreover, the result showed that (3) the need for relatedness was an important facilitating factor of both intrinsic English Classroom motivation and classroom engagement. These results have implications for theories of motivation and also suggest one pathway by which teachers can facilitate students' classroom motivation and engagement in school.

Journal

  • JLTA Journal

    JLTA Journal 11(0), 96-108, 2008

    Japan Language Testing Association

Codes

  • NII Article ID (NAID)
    110009607583
  • NII NACSIS-CAT ID (NCID)
    AA11825708
  • Text Lang
    ENG
  • NDL Article ID
    9664890
  • NDL Source Classification
    ZK21(言語・文学)
  • NDL Call No.
    Z71-M953
  • Data Source
    NDL  NII-ELS  J-STAGE 
Page Top