How can you assess the motivation of ESL learners?

Most sessions I do are, where the participants are sent for training. In this scenario sometimes there is a feeling of embarrassment and one of being called out as being less. Some of them are seriously inhibited and getting them out of that zone is my first hassle. By the first session the motivated ones start speaking up as they have the desire to improve. Of the remaining 5-10%, some are genuinely shy and timid and getting them to engage is a slow dance. But mostly they do. The rest are the ones who have a decent grasp and are angry about being in the session. They are the least motivated and have come in with a know it all attitude. For this reason it is a struggle to get them motivated, without upsetting them. Comfort is key!

In my role as a Business English Coach, people usually come to me because they're gunning for a promotion, they want to step up their career game or land a better job. It's all about chasing success in their professional journey with full-on determination.

Different things motivate different people to acquire a second language. Some people find learning and acquiring a new language interesting while others find it very strenuous.

The challenge of motivating teenagers as a WL educator is not as big a deal as people make it to be. Show the student respect, patience and a genuine interest in their learning progress and path to proficiency, and they will be motivated. The real challenge is shifting this motivation from "them doing something because they like your class and YOU" to them being motivated for themselves. Shifting for the need for validation in an environment where validation is, let's be honest, everywhere.

The Goal Behind the Goal There's always a deeper reason why a learner wants to improve their language skills. They may say it's to speak fluently or to be able to participate in meetings, but there's usually a deeper motivation. A promotion, a raise, a better work-life balance, or the desire to give their children a better future are just some of the underlying reasons why learners want to improve. Understanding a learner's true motivation helps them wake up the intrinsic motivation that will serve as a much stronger driver for their language learning journey.

Based on leading over 50 English discussion meetings in my current workplace, I can say the number one factor is specifying what they are going to do with English in the future. The answer to this question is the compass in their learning journey. The next step is curating the material based on their ultimate goal. While a business developer may require special work on articulating in speaking, a developer needs to improve their writing in order to produce more comprehensive documents.

El sistema del yo motivacional de la L2 identifica tres fuentes de motivación en el aprendizaje de idiomas: el yo ideal de la L2 (visión aspiracional del estudiante), el yo de la L2 (obligaciones y deberes percibidos) y la experiencia de aprendizaje de la L2 (factores emocionales y prácticos del proceso). Estas fuentes interactúan y se influyen mutuamente. La comprensión de estas dinámicas es esencial para dise?ar estrategias educativas que maximicen la motivación del estudiante, promoviendo tanto la motivación intrínseca como la extrínseca.

Assessing the motivation of ESL learners can be done through various methods. One common approach is to use self-report questionnaires or surveys that ask learners about their level of motivation, their goals, and their attitudes towards language learning. These questionnaires can provide insights into learners' intrinsic and extrinsic motivation, and their overall engagement in the learning process. Observation is another valuable method to gain an understanding of their level of participation, enthusiasm, and persistence. Additionally, interviews or individual discussions with learners can provide valuable information about their personal goals, interests, and reasons for learning English.

Assessing ESL learners goes way beyond these groups. Observation is key. How do they interact with native English speakers. Are complex instructions carried out quickly and precisely? Trite expressions, nuances and inuendoes, do they go unnoticed? ESL candidates under observation are they able to rephrase difficult paragraphs in their own words?

Through hours of observation, I have become aware of the fact that most teachers fail to contextualize their lessons in real-life situations and problems. By context, I do not mean the theme of the lesson. I mean a genuine problem students can solve, using what they learn in the lesson. Worked examples can be very useful for low-achievers, and genuine problems for high-achievers when it comes to contextualising lessons. GRASPS Model is the framework we can use in such activities.

Tudo que vi é novo pra mim . Acredito que somente a experiência no dia-a-dia será possível aprofundar na realidade e motiva??o que cada um tem de si mesmo. @RapperBreakdown ??

I would wipe my ass with any one of these questionnaires if you gave it to me. Once you hand a student a motivation assessment questionnaire, say goodbye to teacher-student rapport. This is what always happens when you let the ivory tower researchers take the lead instead of the teachers. Let the teachers teach and the students learn, and the motivation will present itself.

2 small changes to enhance motivation in your courses: 1/ Variety is the spice of life! Motivation isn't static and some days all perspective of 'why am I learning?' may dissolve beneath other aspects of life or energy levels. So, mix up the activities you give, adding some challenge that may be necessary. 2/ Connect all activities to real world application based on needs analysis. For example, create a role-play that learners can use in the 'real world'. Good luck!

Es fundamental contextualizar la experiencia del alumno y hacerla lo más real posible para que los estudiantes puedan ver el propósito y la utilidad de las actividades y del programa en su totalidad. Es igualmente importante asegurarse de que reconozcan y celebren su progreso. Se pueden integrar feedback constante e hitos en el programa para destacar su desarrollo y logros. Muchas veces invito a mis alumnos a desafiarse a sí mismos en situaciones de la vida real para que realmente puedan ver cuánto han progresado.

Give students homework, an assignment, or suggestion as follow-up to something they just learned or trained and need to improve. Tell them you’ll ask about it next lesson. Direct learners to real situations that are of relevance to them. Things that are novel that they may be unfamiliar with and happy to find out about - newsletters, events, websites, and articles of interest.

I also believe there is value in personalizing learning. For instance, a simple reading practice task can be tailored to the student’s needs, whether it’s educational, informational, or professional. Such tasks should be given in class rather than as homework. Understanding students on a more personal level can significantly boost their motivation.

Para impulsar la motivación en estudiantes de ESL, los profesores pueden adoptar estrategias integrales. Para la motivación intrínseca, ofrecer opciones y desafíos estimula la creatividad. Apoyar la motivación extrínseca implica vincular objetivos con beneficios, reconociendo el progreso. Fomentar el yo ideal de L2 implica visualizar el futuro como hablantes de inglés, mientras que respetar el yo de L2 comprende apoyar a los estudiantes en sus obligaciones y presiones. Crear un ambiente positivo y solicitar retroalimentación activa del estudiante contribuye a fortalecer la motivación y mejorar la experiencia de aprendizaje.

To enhance motivation in ESL learners, integrate real-world contexts into lessons, fostering relevance. Implement interactive activities, promoting engagement and collaboration. Provide constructive feedback to acknowledge progress, boosting self-esteem. Recognise diverse learning styles and adapt teaching approaches accordingly. Incorporate multimedia resources for a dynamic learning experience. Cultivate a positive classroom environment that celebrates cultural diversity, creating a sense of belonging. Personalise instruction to align with students' interests, making the learning journey more enjoyable and meaningful.

To ensure your teaching is motivating for your ESL students, incorporate real-world problem-solving activities and exercises into your lessons. These problems are not only relevant to the real world, but also to your students' own real-life situations. For instance, you can have them plan a family trip on a budget or teach them how to negotiate with a partner to reach an agreement on an issue. Encouraging your students to apply their language skills to real-life situations will not only motivate them to learn, but also help them see the practical value of what they are learning.

Make it personal. Be in tune with the individual learner. Recognize them as the individual they are. Remark on what’s special about them. Your appreciation of them encourages them to show you their best.

We acquire languages for different purposes and I'd like to say that for whatever purpose we're acquiring the language for, let's be intentional about making a difference in school, career and life with the skills. Life is a journey, not a race. We all learn differently, let's identify what works for us. To educators, let's make our classes interesting, engaging and interactive as much as possible to actively engage learners with different learning styles. Let's also use differentiation methods.

In my experience from teaching ESL in Hawaii, Japan for a few years and at the University of Hawaii from 2001-2019…. I took the time to ask and listen where they are from and what they love to do. I was enlightening to find out ones perspective and similarities even though we were born and raised thousands of miles apart.