Effects of Classroom Praise on Student Engagement in Online Discussions  

Oleh:

Carey, Matthew A.

Jenis: Article from Proceeding
Dalam koleksi: The 34th Thailand TESOL International Conference Proceedings 2014; 21st Century English Language Education: Towards Global Citizenship, The Empress Hotel, Chiang Mai, Thailand, January 17 – 18, 2014, page 35-49.
Topik: student engagement; motivation; praise; blended learning environments
Fulltext: Effects of classroom praise.pdf (1.37MB)

Isi artikel

With the recent push towards blended learning and independent learning tasks, the need to increase student engagement in learning activities outside of the classroom has become more important. While assigning grades to homework can be extrinsically motivating, many educators envision the development of greater intrinsic motivation within their students. Indeed, it can be argued that this is one of the primary goals of education itself. Dörnyei (2001) suggests that to motivate students teachers should, 1) “Promote the learners’ language-related values by presenting peer role models,” 2) “Raise the learner’s intrinsic interest in the L2 learning process,” and 3) “Provide learners with regular experiences of success.” Following the strategies indicated by Dörnyei, this paper presents the results of an action research that explored the effects of giving praise in the classroom on student engagement in online discussion board tasks. Results of this action research suggest that in-class praise had little effect on students who were not already involved in completing the task. However, results also indicated that in-class praise may have served as feedback to help already motivated students become more engaged in the task thus helping them to increase content scores through repetition of the online task.

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