An investigation into the relationship between learner autonomy support and student motivation in the Japanese university setting

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/19125 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/19125 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/19125 archive 4031 disk0/00/00/32/61 2012-04-19 15:59:03 2019-01-23 09:55:53 2012-04-19 15:59:03 thesis show 0 Okazaki Makiko Littlemore Jeannette University of Birmingham An investigation into the relationship between learner autonomy support and student motivation in the Japanese university setting unpub LB2300 LG PE 10col_artl This thesis explores how students can be helped by learner autonomy-focused instruction to develop motivation in learning English in a Japanese university EFL setting. It also aims to ascertain the factors in learner autonomy support that account for its relationship with a higher degree of students’ motivation. Both quantitative and qualitative data from 21 students in the group with learner autonomy support (including metacognitive awareness-raising, instruction of learning strategies, and the use of extrinsic rewards) and 19 students who received the conventional instruction without learner autonomy support were analyzed. The focus of the analysis is to determine the trajectory of motivational development in terms of type and the students’ perception of their level of motivation using the self-determination theory (SDT) framework over 13 weeks of instruction in a university English course. Results suggest that students receiving learner autonomy support performed better and were more motivated than students who did not receive the support. They also indicate that increased and more self-determined motivational development occurred only in the students who received autonomy support. 2012-07 2011-03 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 423 University of Birmingham School of English, Drama and American & Canadian Studies, Department of English Literature d_ph na 2012-07 graduation