Choice of Task Topic and

Task Motivation

The 2nd International Conference on Task-Based

Language TeachingHonolulu, HI

Saturday September 22, 2007by

John Thurman

Intrinsic Motivation

• Autonomy– “The … desire to self-organize experience and

behavior and to have activity be concordant with one’s integrated sense of self” and is “the experience of integration and freedom, and it is an essential aspect of healthy human functioning” (Deci & Ryan, 2000)

• Competence– An activity is optimally challenging (Deci & Ryan,

1985)

• Relatedness– A sense of security and the desire to feel connected

to others (Deci & Ryan, 2000)

Choice

– In Deci and Ryan’s conceptualization of autonomy, the most important component is choice.

• If there is no choice, there is no autonomy,

• If there is no autonomy, there is no intrinsic motivation.

However--

• Individuals from interdependent cultures (i.e., Markus and Kitayama, 1991) value independent choice less and will choose according to the group norms or be more highly influenced by others (Iyengar & Lepper, 1999).

• Individuals from interdependent cultures will have little, if any, intrinsic motivation and will be dutiful choosers (Iyengar & De Voe, 2003).

Intrinsic motivational aspects of Task-Based Language Teaching

• High degree of student autonomy– The students decide how to use the language to

complete the task and the process of doing so.

• High degree of competence– Students feel a higher sense of competence by

using the language naturally. “I can do it!”

• High degree of relatedness– The student feels that by using the language in

the natural context relational to his or her own needs.

Participants

• First-year students at a quasi-national educational university in Japan– No foreign language department

• Beginning level• Study 1 (survey data): N = 78• Study 2 (production data): N = 21• Required Course

Independent Variable #1

Type of Task

A. Descriptive Task

One-Way; ClosedIn Pairs

Partner A Page 1

Partner B Page 1

Partner B Page 2

B. Narrative Task

One-Way; ClosedIn Pairs

Correct Order

Incorrect Order

A

B

C. Decision-making Task

Two-Way; OpenIn Pairs

Example:

Please decide the following. You and your partner will be able to visit six world leaders of today. What questions would you like to ask them? Please write a question for each world leader.

Independent Variable #2

Level of Choice

B. Limited Choice of Topic

• Students choose one task from amongst three pre-selected task topics.

A. No Choice of Topic

• Students do the task given to them by the teacher.

C. Complete Choice of Topic

• Descriptive Task– Choose any place you want. Describe that

place to your partner.• Partner: Listen and draw the place.

• Narrative Task– Think of any story you want that happened

to you. Tell that story to your partner.• Partner: Outline the story

• Decision-making– Decide a solution to a (student pre-selected)

environmental problem.

Dependent Variables

• Survey Data (N = 78)– Task Motivation– Task Competence

• Production Data (N = 21 pairs)*– Accuracy (ratio of error-free clauses)– Fluency (word count)– Complexity (type-token ratio)

*first two minutes of second round of the task

After Task SurveyItem 1 (TM). I liked this task. (original item)

Item 2 (TM). I learned from this task. (Julkunen, 1989)

Item 3 (TC). I told my feelings to my partner while doing this task. (Takashima, 2000)

Item 4 (TC). I talked with my partner without undue silence. (Takashima, 2000)

Item 5 (TM). I cooperated with my partner while doing this task. (Takashima, 2000)

Item 6 (TM). I enjoyed doing this task. (original item)

Item 7 (TM). I want to do more tasks like this. (Robinson, 2001)

Item 8 (TC). This task was difficult. (Julkunen, 1989)

Item 9 (TM). I used a lot of time doing this task. (Julkunen, 1989)

Item 10 (TM). I did the task to the best of my ability. (Julkunen, 1989)

Item 11 (TM). I was able to concentrate while doing this task. (Julkunen, 1989)

Item 12 (TC). I am satisfied with my performance doing this task. (Julkunen, 1989)

Note. TM = Task Motivation, TC = Task Competence.

ResultsTask

MotivationTask

Competence

Results•Accuracy•Fluency•Complexity

Conclusions

• Choice is viable in motivating the students.

• Choice can positively effect the student’s feelings of competence

• Too much choice or unguided choice may be demotivating

• Choice at some level may also positively effect the accuracy, complexity, and fluency a student produces while doing the task.

References• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determinatio

n in human behavior. New York: Plenum.• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Hu

man needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.

• Iyengar, S., & Lepper, M. (2002). Choice and its consequences: On the costs and benefits of self-determination. In A. Tesser, D. A. Stapel & J. V. Wood (Eds.), Self and motivation: Emerging psychological perspectives (pp. 71-96). Washington. DC: American Psychological Association.

• Iyengar, S., & DeVoe, S. E. (2003). Rethinking the value of choice: Considering cultural mediators of intrinsic motivation. In R. A. Dienstbier (Ed.), Nebraska symposium on motivation (pp. 129-174). Lincoln, NE: University of Nebraska Press.

• Julkunen, K. (1989). Situation- and task-specific motivation in foreign language learning and teaching. Joensuu: University of Joensuu.

• Markus, H. R., & Kitayama, S. (1991). Cultural variation and self-concept. In J. Strauss & G. R. Goethals (Eds.), The self: Interdisciplinary perspectives (pp. 18-48). New York: Springer.

• Robinson, P. (2001). Task complexity, task difficulty, and task production: Exploring interactions in a componential framework. Applied Linguistics, 22(1), 27-57.

• Takashima, H. (2000). Jissenteki komyunike-shonnoryoku no tame no Eigo no tasukukatsudo to bunposhido. Tokyo: Taishukan.