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Description
This study set out to investigate TBLT influences the motivation of non-English major Japanese university students within the framework of SDT. RQ1 showed results that TBLT lessons satisfied autonomy, competence, and relatedness, resulting in higher participation. RQ2 showed decreased amotivation but limited intrinsic/identified motivation. RQ3 highlighted importance of learner-centered approach. Taken together, the research confirms TBLT as effective for overcoming motivational obstacles. The research aims to connect theory and practice, guiding teachers toward purposeful English learning.
Summary
This study examines the effects of TBLT on the motivation of non-English major university students in learning English, using self-determination theory as a framework over a 14-week semester. Data is collected through pre- and post-questionnaires administered in the second and thirteenth weeks. The study seeks to determine whether TBLT enhances engagement and fosters positive attitudes, particularly among students with low initial motivation.
| Teaching Context | College and university education |
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