HOW TO GRAB THEM BY THE E.A.R? – IMPROVING STUDENTS’ MOTIVATION IN LISTENING CLASSES
Main Article Content
Abstract
In mixed-level English classes, the differences in students’ proficiency pose huge challenges for teachers. Surveys at intensive listening classes at International University show that over 40% of the students require multiple times of listening. Meanwhile, the rest find 1 or 2 times sufficient and thus feel demotivated with every repetition of the listening passage. To increase students’ motivation for the third time of listening, we propose a strategy called E.A.R: Extension and Rewards. 130 students participate in this mixed-method research. The research shows E.A.R has positive results and can also be applied in other skill classes
Keywords
extension, listening, motivation, rewards, tiered activities
Article Details
References
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Pol, J. V., Volman, M., Oort, F., & Beishuizen, J. (2015, June 5). The effects of scaffolding in the classroom: Support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Springer, 43, 615-641. doi:10.1007/s11251-015-9351-z
Richards, M., & Omdal, S. N. (2007, May 1). Effects of tiered instruction on academic performance in a secondary science course. Journal of Advanced Academics, 18(3), 424-453.
Tohidi, H., & Jabbari, M. M. (2012). The effects of motivation in education. Procedia -Social and Behavioral Sciences, 31, 820-824.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
David, B. G. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
Frazier, L. L., & Mills, R. (n.d.). Northstar 2: Listening and Speaking (4th ed.). Pearson Education ESL.
Heacox, D. (2001). Differentiating instruction in the regular classroom: How to reach and teach all learners, Grades: 3-12. Minneapolis, MN: Free Spirit Pub.
Maddalena, S. (2002). Using high level students as teaching assistants in a mixed-ability classroom. Teaching English as a Second or Foreign Language, 6(1).
Merdinger, P., & Barton, L. (2015). Northstar 1: Listening and speaking (3rd ed.). Pearson Education ESL.
Pol, J. V., Volman, M., Oort, F., & Beishuizen, J. (2015, June 5). The effects of scaffolding in the classroom: Support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Springer, 43, 615-641. doi:10.1007/s11251-015-9351-z
Richards, M., & Omdal, S. N. (2007, May 1). Effects of tiered instruction on academic performance in a secondary science course. Journal of Advanced Academics, 18(3), 424-453.
Tohidi, H., & Jabbari, M. M. (2012). The effects of motivation in education. Procedia -Social and Behavioral Sciences, 31, 820-824.
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.