A MOTIVATED STUDENT IS A PRODUCTIVE LEARNER

Throughout our experience within the teaching field, one of the main perceived limitations for effective learning is the lack of motivation on behalf of the learners. Many studies have been conducted to determinate the origin of this problem and to help students to become better learners. It is necessary to consider that the lack of students’ motivation affects their learning abilities and their assessable performance. Motivation does not only play an important role in learning, but also in our daily life. it involves the cognitive, socio-cultural, and emotional forces that guide behavior in every single activity of human life. Motivation keeps people effectively and cooperatively working in a goal-oriented behavior that can be perceived in their products.

Having in mind that throughout the years many researchers have discussed the most effective means to measure motivation, finding that it must include more than only asking people about their perceptions, we applied an experimental research along with a mix-method methodology using interviews, observations, and the application of some pre- and post tests. We also consider that measuring motivation requires the understanding of the definition of extrinsic and intrinsic motivation, allowing us to perform a deeper analysis of the cognitive, emotional, and environmental forces that drive participants’ behavior from a psychological point of view. The research was applied in Universidad de Guayaquil in Ecuador during two studied terms to 250 students in an English as foreign Language (EFL) course. The participants were divided into treatment and control group, which were exposed to different teaching approaches and strategies; however, both were assessed using the same evaluation tools.

The main aim of this research is to analyze students’ motivation from different perspectives, including their attitudes and behavior, when interacting in an engaging and inclusive learning environment; likewise, how motivation influences students’ participation to become better learners. This research has been based on the pedagogical belief that teaching strategies and resources which involve students’ interests, biographies, and preferences can create a friendly learning environment where safe and active participation is promoted. The hypothesis of this research are:
a) an engaging and inclusive learning environment influences students’ attitudes toward learning,
b) motivation enhances the quality of students’ products, and
c) motivation and productivity improve students’ grades.

The importance of motivation cannot be overseen, but an objective gauge of this construct is difficult to obtain. By focusing the efforts on the use of strategies and resources which involve students’ biographies and preferences, the impact of a friendlier learning environment where safe and active participation is promoted can be determined.