The Gift of Motivation: The Science Behind Keeping Learners Engaged

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Sometimes people do tasks because of obligation, negative consequences, or the promise of reward, but the motivation that sticks is the kind that is born in community and laced with meaning and satisfaction. In a world full of distractions and mandatory obligations, how can language instructors build–and maintain–student motivation? 

Self-Determination Theory and Why it is Relevant 

Psychologists Edward Deci and Richard Ryan developed Self-Determination Theory (SDT) as a framework for understanding what motivates people. According to SDT, individuals are inherently motivated to grow, develop, and fulfill their potential (Deci & Ryan, 2017). The theory outlines intrinsic motivation (internal motivation because of interest or enjoyment) and extrinsic motivation (external motivation from rewards, punishment, or social pressure)--two factors that most educators are familiar with. However, Deci and Ryan go a step further, highlighting three basic psychological needs essential for motivation and well-being. 

1. Autonomy: people need to feel in control of their actions and choices
2. Competence: people need to feel capable and effective in completing an action or task
3. Relatedness: people need to feel connected to community, to have a sense of belonging, which results in motivation to collaborate and cooperate 

SDT suggests that when these needs are met, intrinsic motivation, personal growth and well-being are likely to result. Interestingly, the theory also states that extrinsic motivation can only work temporarily, and that burnout or disinterest will likely occur unless intrinsic motivation blossoms. All of this is highly relevant for educators, especially those teaching a language, for which one must have motivation to learn, or else the acquisition of a language will not take place.

So, What Drives Today’s Learners? 

In 2022, a study conducted by Gustiani, et al. investigated what determines students’ motivation in online learning. They surveyed almost 1,000 students and found that, in addition to validating SDT's assertion that intrinsic motivation holds more sway than extrinsic motivation, satisfaction was the strongest determinant of motivation among interest, enjoyment, and satisfaction.

What determines student motivation in online learning? 

Enjoyment - 74.6%
Interest - 81.2%
Satisfaction - 92.5%

But what does this mean? Satisfaction in what exactly? One research project, Man’s Search for Meaning: The Case of Legos, provides some unique insight on motivation devoid of community. 

In 2008, Kamenica et al. conducted two experiments. In the first, participants were asked to complete a meaningless worksheet in exchange for money and turn it into a proctor who either a) acknowledged the work by filing it under the participants name, b) ignored the work by not looking at it and simply putting it in a large stack with other papers, or c) shredded the paper in front of the participant. They would then turn to the participant and ask if they wanted to do it again for slightly less money. On average, the acknowledged group completed 9.03 papers before giving up the task, the ignored group 6.77 papers, and the shredded group 6.34 papers, respectively.

Shockingly, it turns out that not acknowledging a person’s work is the same as shredding it in front of their eyes–what huge implications for educators! 

In the second experiment, individuals were asked to assemble legos figures in exchange for money while alone with the proctor, receiving less and less money for each subsequent lego figure assembled. Participants were divided into two groups, Meaningful and Sisyphus. Those in the Meaningful group were asked to set the completed figures (all the same model) in a line on their desk, displaying what the participant had accomplished with their time and effort. However, those in the Sisyphus group only worked with two lego figures. As they assembled one figure, the proctor was simultaneously disassembling the figure the participant had just finished. This resulted in a cycle where the participant built a figure only to have it immediately disassembled as they constructed another figure. The result? Those in the Meaningful group not only built significantly more figures, but did so at a faster rate than those in the Sisyphus group. 

Seeing tangible progress, even for a meaningless task, motivates people to work faster and longer. How can educators make learning achievements visible to students? 

Building and Maintaining Motivation Practically  

In short, know your students, develop satisfying tasks and course work with scaffolding that makes them feel competent, create space for community while giving students autonomy, and consistently acknowledge work done (the fantastic and the less than amazing). Practically speaking, consider the following: 

• Community Builders
  • Ice breaker activities 
  • Collaborative work in groups or breakout rooms
  • Community Check In questions for groups (In English or first language): some text
    • What was your high and low of the day/week? (gratitude and acknowledgement)
    • What is something you are excited about or looking forward to? (satisfaction)
    • Who is someone in your life that you appreciate? Why? (value)
• Gamification – This is a fantastic strategy as it often involves community, is meaningful, and creates satisfaction.some text
  • Consider tasks or activities that result in badges or tangible work that students can collect over time, visibly tracking their own progress (compare to the Meaningful group in the previous section).
  • Have students create a video, write a story, draw a diagram and have the class vote on the best one.
  • Create games with running tallies that show student effort over time. 
  • See WordWall for ways to create digital materials.
  • Tap into students’ competitive nature with FLOW Speak. See who can earn the most Confidence Level points in a set number of weeks.  
• Acknowledgement and Community some text
  • Thank students for their homework when they turn it in.
  • Establish group chats on WhatsApp, or other platforms, and highlight a Student of the Week every week–for FLOW Speak, give a shout out to students for badges they have won.
  • Create lessons that result in something that is publishable–even if it is just within your class; give students the chance to receive and give praise, which is very satisfying and meaningful. 
  • Announce FLOW Speak stats (who has the most, second most, third most Community points) and badges your students have earned.

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Kimberly Gardner
‍Founder of WhyHireImmigrants, a company that builds pathway programs so that internationally trained professionals can reclaim their previous occupational status or pursue an industry of interest. WhyHireImmigrants also offers trainings and workshops for staff, educators, and volunteers on tech ed tools, intercultural communication, and tips and best practices for working with others when there is no common language. 

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References
‍Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806

Gustiani, Sri & Ardiansyah, Welly & Simanjuntak, Tiur. (2022). Motivation in Online Learning Amidst Covid-19 Pandemic Era: Students’ Intrinsic and Extrinsic Factors. 10.2991/assehr.k.220202.029. 

Kamenica, E., Ariely, D., & Prelec, D. (2008). Man’s search for meaning: The case of Legos. Journal of Economic Behavior & Organization. https://doi.org/10.1037/e640112011-016