The Effects of Iterated Task-Level Motivational Interventions on L2 Reading Task Motivation, Engagement, Performance, and L2 Reading Motivation
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| Title: | The Effects of Iterated Task-Level Motivational Interventions on L2 Reading Task Motivation, Engagement, Performance, and L2 Reading Motivation |
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| Authors: | N/A |
| Committee Members: | Yamazaki, Joseph (author); Hiver, Philip V. (professor directing dissertation); Turner, Jeannine E. (university representative); Papi, Mostafa (committee member); Schoen, Robert C. (committee member); Florida State University (degree granting institution); Anne Spencer Daves College of Education, Health, and Human Sciences (degree granting college); School of Teacher Education (degree granting department) |
| Summary: | Efficient task-based second language (L2) learning is contingent upon L2 learners' motivation towards and engagement with pedagogical tasks. Consequently, motivational interventions aimed at fostering L2 learners' task motivation––which in turn is expected to promote their task engagement and performance––are of high pedagogical value. The objective of this study was to conduct such task-level motivational interventions to promote L2 learners' task motivation, engagement, and performance. Moreover, the extended effects of task-specific motivational interventions on L2 learners' general L2 reading motivation were also examined. Situated expectancy-value theory (Eccles & Wigfield, 2020) was adopted as the motivational framework, with interventions aimed to enhance L2 learners' expectancy for L2 reading task success and subjective L2 reading task values and diminish their perceived L2 reading task costs. The interventions incorporated multiple motivational strategies commonly used in previous motivational interventions in L2 learning research and educational psychology (e.g., autonomy support, value generation, cost reinterpretation). Drawing on the principles of design-based research (Philippakos et al., 2021), interventions were implemented over multiple iterations and dynamically adjusted using a predesigned decision tree. Participants were 31 Japanese university students enrolled in a semester-long, 14-week L2 English course. Interventions were iterated for six weeks (weeks 5, 6, 7, 9, 10, 11), and dynamic adjustments took place in week 8. To assess the impact of the interventions, quantitative data were collected at three time points: pretest (week 4), progress-check (week 8), and posttest (week 12). Multiple data collection methods (e.g., self-reports, meeting recordings, class observation) were employed to guide the dynamic adjustment and to understand the mechanisms of the interventions. Obtained data were analyzed quantitatively using Spearman's rank correlation analyses and non-parametric analyses (i.e., Wilcoxon signed rank test, Friedman test) and qualitatively using content analysis and thematic analysis. Results of the quantitative data analysis showed that participants displayed significant improvements in expectancy for L2 reading task success and intrinsic value of L2 reading tasks at the progress-check, and near-significant improvements in their utility value and effort cost of L2 reading tasks at the posttest. No significant improvements were observed in their L2 reading task engagement and performance. Furthermore, a significant improvement in intrinsic value of general L2 reading and a near-significant improvement in utility value of general L2 reading were observed at the posttest. Results of the qualitative data analysis showed that these improvements were likely a function of the iterated motivational interventions. In addition, qualitative findings suggested that the interventions may have yielded heterogeneous effects when certain implementation strategies were employed (e.g., enhanced effects when participants performed intervention activities in pairs or groups), for certain participants (e.g., enhanced effects for those who perceived the topic of tasks as personally relevant) and under certain spatiotemporal circumstances (e.g., diminished effects when interventions were implemented on a snowy day). Implications of these findings are discussed in line with previous studies in L2 learning research and educational psychology. |
| Database: | OpenDissertations |
| Abstract: | Efficient task-based second language (L2) learning is contingent upon L2 learners' motivation towards and engagement with pedagogical tasks. Consequently, motivational interventions aimed at fostering L2 learners' task motivation––which in turn is expected to promote their task engagement and performance––are of high pedagogical value. The objective of this study was to conduct such task-level motivational interventions to promote L2 learners' task motivation, engagement, and performance. Moreover, the extended effects of task-specific motivational interventions on L2 learners' general L2 reading motivation were also examined. Situated expectancy-value theory (Eccles & Wigfield, 2020) was adopted as the motivational framework, with interventions aimed to enhance L2 learners' expectancy for L2 reading task success and subjective L2 reading task values and diminish their perceived L2 reading task costs. The interventions incorporated multiple motivational strategies commonly used in previous motivational interventions in L2 learning research and educational psychology (e.g., autonomy support, value generation, cost reinterpretation). Drawing on the principles of design-based research (Philippakos et al., 2021), interventions were implemented over multiple iterations and dynamically adjusted using a predesigned decision tree. Participants were 31 Japanese university students enrolled in a semester-long, 14-week L2 English course. Interventions were iterated for six weeks (weeks 5, 6, 7, 9, 10, 11), and dynamic adjustments took place in week 8. To assess the impact of the interventions, quantitative data were collected at three time points: pretest (week 4), progress-check (week 8), and posttest (week 12). Multiple data collection methods (e.g., self-reports, meeting recordings, class observation) were employed to guide the dynamic adjustment and to understand the mechanisms of the interventions. Obtained data were analyzed quantitatively using Spearman's rank correlation analyses and non-parametric analyses (i.e., Wilcoxon signed rank test, Friedman test) and qualitatively using content analysis and thematic analysis. Results of the quantitative data analysis showed that participants displayed significant improvements in expectancy for L2 reading task success and intrinsic value of L2 reading tasks at the progress-check, and near-significant improvements in their utility value and effort cost of L2 reading tasks at the posttest. No significant improvements were observed in their L2 reading task engagement and performance. Furthermore, a significant improvement in intrinsic value of general L2 reading and a near-significant improvement in utility value of general L2 reading were observed at the posttest. Results of the qualitative data analysis showed that these improvements were likely a function of the iterated motivational interventions. In addition, qualitative findings suggested that the interventions may have yielded heterogeneous effects when certain implementation strategies were employed (e.g., enhanced effects when participants performed intervention activities in pairs or groups), for certain participants (e.g., enhanced effects for those who perceived the topic of tasks as personally relevant) and under certain spatiotemporal circumstances (e.g., diminished effects when interventions were implemented on a snowy day). Implications of these findings are discussed in line with previous studies in L2 learning research and educational psychology. |
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