EFL, Teens, Motivation & Out of Classroom Learning: IATEFL Poland 2011
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Transcript of EFL, Teens, Motivation & Out of Classroom Learning: IATEFL Poland 2011
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Enhancing Teens’ MotivationwithOut-of-Classroom Learning
IATEFL POLAND10 September 2011
Lorenz Van der Stam
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Issue #1Teens are notoriously hard to motivate in classrooms
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Issue #2Teens hate homework
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Currently, we fail to optimize teens’ capacity for language learning.
IPSO FACTO:
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Finding A Solution1. Teens are notoriously hard to motivate in
classrooms
Let’s look closer at the issue of TEENS
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Who Are Teens? What’s going on with their lives?
- hormones / sexual development- independence / autonomy- questioning of authority / rebellion- social hyperactivity / peer pressure
What’s going on with their future? - pressure over education, career
prospects, type of friends, values What are their cultural
references? What is their relationship with
education? English: how do they see it as
relevant to them?
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Teen brains are not mini-adult brains
1. Higher-task functions like reasoning, organizing, abstract thought not mature until age 25
2. Brain focuses on what is seen or done often. Frequency more important than duration.
3. Huge increase in brain information-processing abilities
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Finding A Solution1. Teens are notoriously hard to motivate in
classrooms
Let’s look closer at the issue of MOTIVATION
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Understanding Learner Motivation
• The “neglected heart” of our understanding of how to design instruction.
• Particularly an issue for teens, due to:
ZZZZZZZ
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What is the average teen learner’s“goal orientedness”?
• Does the goal seem to have been set by outsiders?
• Are the activities seen to be relevant to teens’ interests or aspirations?
• Are the tasks felt to be boring?
• What is the scope for free choice and autonomy in the assigned tasks?
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Motivation
Extrinsic Intrinsic
Depends on LIFE STAGE. For Teens:
• Family expectations (especially in Asia)
• School grades
• External examinations (Gao Kao; TOEIC)
Applies to a relatively small subsetof the Teen learner population
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Motivation
Extrinsic Intrinsic
Depends on LIFE STAGE. For Teens:
• Pleasure-seeking– Is it new?– Is it fun?
• Identity– Can this help me establish one? – Physical / Sex– Could this be useful to meet girls /
boys?• Social
– Will this make me popular?– Will “sharing” this make me look
cool?
Universal to all Teen learners
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Finding A Solution2. Teens hate homework
Let’s look closer at the issue of HOMEWORK
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Problem: Traditional HomeworkCan’t Match The At-Home Competition
vs.
interactive
impulse
current
static
linear
irrelevant
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Problem: Traditional HomeworkSeen As An Intrusion Into “My Time”
vs.
personal time
voluntary action by teen
fun
school / authority
imposed by teacher
stress
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Problem: Traditional Homework DoesNot Feed Into Teens’ Intrinsic Motivation
vs.
social
my life, today
challenge
solitary
abstract, future benefit
grades
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To Recap:
Teens are different to bothchildren and adults
Teens are difficult to motivate in class
Teens hate homework
Design materials; structure lessons taking into account teens’ brain development,
interests and motivations
Adopt teen-friendly classroom strategies and bolster classroom learning with out-of-
classroom learning.
We need to radically re-think the way we design, assign and motivate out-of-
classroom learning
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To Recap:
Teens are different to bothchildren and adults
Teens are difficult to motivate in class
Teens hate homework
Specific learning profiles of teens:Google “Paul Maglione - Unlocking
Learner Motivation”
Classroom strategies: Google “Jeremy Harmer - Motivating
The Unmotivated”
Keep listening!
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EFL Out-of-Classroom Learning for Teens: Towards A More Intelligent Design (I)
• Make homework as interactive and entertaining as possible
• Use current items of interest to teens: news reports, movie clips, music videos
• Allow autonomy; give them a choice of content
“Homework is boring”
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EFL Out-of-Classroom Learning for Teens: Towards A More Intelligent Design (II)
• Assigned work should be of use or interest to them beyond the educational objective.
• Ensure single unit of assigned work can be done in no more than 15 or 20 minutes.
• Favor frequency over duration or volume.
“I don’t have time”
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EFL Out-of-Classroom Learning for Teens: Towards A More Intelligent Design (III)
• Find ways to make out-of- classroom learning social.
• Make sure tasks integrate
plenty of functional communication of immediate benefit.
• Adopt a game-like points system to reward effort, not proficiency.
“I can’t see the point”
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• Designed for teens & young adults
• Online, multimedia, non-linear, vast choice of content, game-like points; levels; and badges
• Worldwide social network of learners of English
• Free content refreshed daily
• Option of site interface in Polish for beginners
• Schools platform launching next month
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Other innovative online platforms suitable for teen EFL out-of-home learning
Social language-learning exchange
Create movies with talking avatars
Online poster-making tool
Show-and-tell using photos, video
Post a photo; provide audio comment
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Some final points about teens and EFL
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Language is part of one’s identity and is used to convey this identity to others.
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Teens’ identity is in full-swing evolution, but overall it is a time of discovery as to what lies beyond home, family, and school.
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Discovery of the OUTSIDE WORLD is a powerful teen impulse.
Positioning English as useful for this discovery, and adapting our materials and approaches to this notion, is the key to motivating teens.
Chore Learning and personal growth challenge in perfect tune with teens’ stage of life evolution. *Thanasoulas, 2007
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Enhancing Teens’ Motivation With Out-Of-Classroom Learning
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