Impact of teaching styles and ARCS strategies on middle school students’ motivation toward English lessons

• 영문명: Impact of teaching styles and ARCS strategies on middle school students’ motivation toward English lessons
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 김기방(Ki-Bang Kim)
• 간행물 정보: 『영어교육연구』제34권 3호, 21~44쪽, 전체 24쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2022.09.30

영문 초록

The current study examined the effects of three teaching styles (i.e., Didactic, Socratic, and facilitative) on 74 middle school students in Korea in terms of motivation (Stage [1]) and the effects of the Attention-Relevance-Confidence-Satisfaction (ARCS) strategies on motivation levels of 44 learners (Stage [2]). Stage [1] lasted for six weeks, and one instructor taught three groups. Each group was assigned to one of the three teaching styles. Stage [2] (one control group and one experimental group) was conducted over 13 weeks. Between the stages, a one-week dummy ARCS period was conducted to determine the pure effects of the ARCS strategies. The mixed-methods design, using both the Adapted Course Interest Survey (ACIS) and interview approaches, for the two stages, was adopted to examine participants’ motivation. The findings imply that the Socratic method significantly influenced the learners’ motivation regarding English lessons, while the Didactic method did not. Meanwhile, the ARCS strategies did not elicit significant differences in the motivation of Korean middle-school students for English lessons. In-depth interviews with eight participants revealed positive, negative, or neutral perceptions of English lessons. (178 words)

목차

I. INTRODUCTION

II. LITERATURE REVIEW

III. METHOD

IV. RESULTS AND DISCUSSION

V. CONCLUSIONS AND IMPLICATIONS

REFERENCES

키워드

Didactic teaching style Socratic teaching style facilitative teaching style ARCS strategies student motivation