A Critical Analysis Of Research On Reading Teacher Education
簡報1
1.
2. Citation
Mahmood, H., & Ali, H. The relationship
between L2 learners’ motivation/ attitude and
success in L2 writing. Social and Behavioral
Sciences, 70, 476-489.
5. Introductio
n
There are a myriad of factors that effect students L2
writing. The first one is time to write. L2 students need
time to write.
Graves (2003) believes that providing students with
time to write is crucial.
6. Introductio
n
The second one is duration of work. Duration of work or
the period of time a writer keeps a piece of writing open
to change can affect the quality of student writing.
The kind we hope our students write, takes thinking
over time, not just a class period (Spandel, 2005).
7. Introductio
n
The third factor is writing with a purpose and for an
audience. L2 students need a purpose to write. They also
need audiences for their writing.
when students have an authentic purpose for their
writing-they pay attention differently to instruction
(Fletcher & Portalupi, 2001)
8. Introductio
n
The last one is sharing writing. L2 students need
opportunities to share their writing with others.
Students need to hear the responses of others to their
writing, to discover what they do or do not understand
(Graves, 1994)
9. Backgroun
d
Writing is generally regarded as a difficult skill and a
complex task (Graham, Harris, & Mason, 2005).
It is a difficult skill for native and nonnative speakers
alike because writers should balance multiple
issues, such as
content, organization, purpose, audience, vocabulary, pu
nctuation, spelling, and mechanics.
10. The purpose of the
study
The main purpose of the study was to find a
relationship between the role of motivation and
attitude of L2 learners and their success in L2
writing.
11. Is there any relationship between instrumental type of
motivation and success in L2 academic writing?
Is there any relationship between integrative type of
motivation and success in L2 academic writing?
Is there any relationship between positive attitude and
success in L2 academic writing?
Is there any relationship between negative attitude and
success in L2 acadmic writing?
Research
Questions
I
II
III
IV
13. Integrative Instrument
a desire to learn the target
language and an attitude
toward the learning
situation, and the target
language community.
Ex: to develop better skills
(Gardner, 1982)
is characterized by a desire to
gain social recognition or
economic advantages through
knowing a second language.
Ex: to get a good job
(Gardner & Lambert, 1972)
Literature Review
13
14. Literature Review
There are four elements of motivations:
1. A goal
2. Effortful behavior to reach the goal
3. Desire to attain the goal
4. Positive attitudes toward the goal
(Gardner, 1985)
15. Literature Review
Students’ attitudes become more positive when
they perceived value in written communication and
realize that being able to write well benefit them by
giving meaning to experiences and issues that
concerned them.
(Gau, Hemanson, Logar, & Smerek 2003)
16. Literature Review
negative experiences generate poor attitudes and a
lack of motivation. Researchers find that a
connection between the writing process and
attitudes toward writing exists.
(Bruning & Horn, 2000)
19. Instruments
Oxford Placement Test (OPT)
Measures of validity and reliability, was used to
screen participants.
The participants who scored lower than 50% of
the total possible score were eliminated from
the study.
25. Procedure
I
• OPT test
• To homogenize the participants in terms of proficiency.
II
• AMTB
III
• Writing Proficiency Test
• Students obliged to write a paragraph in a given period
of time.
27. Results
The higher instrumental motivation is, the lower the success is in
L2 academic writing. The null hypothesis below is not rejected.
H1: There is no significant relationship between instrumental type
of motivation and success in L2 academic writing.
Research Questions 1
Is there any relationship between
instrumental type of motivation and
success in L2 academic writing?
28. Results
There was a positive correlation between them. The higher the
integrative motivation is, the higher the success in L2 writing.
The null hypothesis below is rejected.
H2: There is no significant relationship between integrative type
of motivation and success in L2 academic writing.
x
Research Questions 2
Is there any relationship between
integrative type of motivation and
success in L2 academic writing?
29. Results
There was a positive correlation between them. The higher the
positive attitude is, the higher the success in L2 writing.
The null hypothesis below is rejected.
H3: There is no significant relationship between positive attitude
and success in L2 academic writing.
x
Research Questions 3
Is there any relationship between
positive attitude and success in L2
academic writing?
30. Results
A significant and negative correlation was found at 0,05 level
between negative attitude and L2 academic writing.
The null hypothesis is not rejected.
H4: There is no significant relationship between negative attitude
and success in L2 academic writing.
Research Questions 4
Is there any relationship between
negative attitude and success in L2
academic writing?
31. Results
H1 There is no significant relationship between
instrumental type of motivation and success in L2
academic writing.
✓
H2 There is no significant relationship between integrative
type of motivation and success in L2 academic writing. ✗
H3 There is no significant relationship between positive
attitude and success in L2 academic writing. ✗
H4 There is no significant relationship between negative
attitude and success in L2 academic writing. ✓
32. Conclusion
The results showed that those who were
integrative had a better success in L2 academic
than those who were instrumentally motivated.
Furthermore, those participants who had positive
attitude showed better operation in L2 writing
than their peers with negative attitude.
33. Critiques and
Suggestions
The research chose 30 M.A. students as their
participants.
• The sampling is not enough.
It will be better to recruit more participants.
The researcher can show OPT’s validity and
reliability data in the study, it will be more convicing.
