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International Journal Review #2

Hello guys, last week I posted the reason I chose the journal and the introduction. This time I will review the discussion in the journal. Happy readingJ

Creating the basic motivational conditions.
Motivational strategies cannot be employed successfully without any certain precondition (Dornyei, 2001, p.31). Based on his experience, there were three motivational conditions in particular which were indispensable: (1) Appropriate teacher, (2) behaviors and a good relationship with the students, (3) a pleasant and supportive classroom atmosphere, (4) a cohesive learner group with appropriate group norms. Based on Dornyei (2001, p.43), in a group, students share an increase responsibility for achieving the group’s goal. They ‘pull each other along’ and the positive relations among them make the learning process more enjoyable in general”.

Students categorize this aspect of motivational strategies as so-so for some reasons:
High ranging of ability and motivation level made the unmotivated tend to be more unmotivated. They preferred to be silent, since the whole task could be done by the more motivated and smarter students. Even though the unmotivated had better idea, they would prefer to be silent. In the contrary, the motivated students thought that the unmotivated students make use of the motivated students’ ability and often let the motivated students do the whole task, and ironically, the lecturer gave equal points for all of the group members. The other reason was that the dominating students did not give chance to others to take a part, since they thought that their couple or team would just reduce the point of the group.

While, from the lecturers’ sight, this aspect of motivational strategies was important (in total scores 25 from 30) because of some reasons: Working in group brought a positive impact towards students’ motivation and achievement. Moreover, students tended to listen to their friends better rather than being told by their lecturer. Comment, suggestions from friends would not put students into embracement or anxiety. In other words, it would be more relaxing when the comment came from students to students rather than from the lecturer to students. When the receiver is relaxed, any suggestion for their improvement would easily be understood, and of course arouse their motivation better.

So that’s all from me. I hope it can be useful for us. See you on the blog next week, Thank youJ


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