Hidden motivation Discovering unexpected student behaviour during an electronic role-play task

1. Hidden motivation? Discovering unexpected student behaviour during an electronic role-play task Christine Leahy Nottingham Trent University

2. This paper addresses aspects of two of the conference themes: (1) designing for motivation (2) the role of ICT in the analysis of motivation Method Findings + discussion Conclusion

3. Background to the project Explorative case study Subjects Task = electronic role-play (ERP)

4. Definition of task The task of the ERP represented a meaning-focused L2 activity. It involved all four language skills, and utilized authentic input in form of L2 language and content. The task served a communicative and collaborative purpose in order to achieve an outcome, which was also informed by the students' subject-specific knowledge. Learners themselves negotiated and determined their learning paths and content within the given framework of the general task. Focus on form occurred spontaneously, mainly learner-led, according to learner needs, but was not prescribed.

5. More background to the project Case study as methodology opens the opportunity to learn �what is important about that case in its own world� and to develop the case�s �own issues, contexts and interpretations� (Stake 2005:450). Through the process of data analysis, cases within cases may emerge.

6. Designing for motivation Positive effect of motivation on L2 learners (e.g., Benson 2001; D�rnyei 1997; Gardner 1985; Oxford and Shearin 1994; Willis 2004) Paradigm of instrumental � integrative motivation (Gardner 1985)

7. Motivation - motivational orientation Gardner (1985:10) defined motivation, as opposed to motivational orientation, as "the combination of effort plus desire to achieve the goal of learning the language plus favourable attitudes toward learning the language. That is, motivation to learn a second language is seen as referring to the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity" (italics added).

8. Motivational complex underlying instructed L2 �[�] the motivational complex underlying instructed L2 learning is a multidimensional construct comprising at least three fairly independent levels: (a) the language level (concerning ethnolinguistic, cultural-affective, intellectual, and pragmatic values and attitudes attached to the target language and its speakers); (b) the learner level (concerning various fairly stable personality traits that the learner has developed in the past); and (c) the learning situation level (concerning situation-specific motives rooted in various aspects of language learning in a classroom setting) [�]� (D�rnyei 1997:48; emphasis added).

9. Expectancy-value theory What is to be learned has �to be important; it must have some value to the learner.� The �learner needs to expect success when engaging the learning task� (Biggs and Tang 2007:32; emphasis in original). ..

10. Method of data collection Camtasia recording Transcription of oral communication between partners Email communication between groups

11. Multimodal data includes the context, in which communication takes place, the movements and expressions of the body of the participants. �[F]rom a multimodal perspective, embodied, representational activity includes language, rather than is language; the ways in which we direct our gaze, use facial expressions, gesture, move, stand, and manipulate things are an integral part of communicative activity� (Flewitt, Hampel, Hauck and Lancaster 2009:; emphasis added).

12. Method of data analysis Grounded theory GT can �help in structuring and organizing data [�] analysis� (Charmaz 2004:497). In particular, GT aids �creation of analytic codes and categories developed from the data, not from pre-conceived hypothesis, [�]� (ibid). And revisiting of the Camtasia recordings

13. The role of ICT in the analysis of motivation ICT�based task Contradiction between student talk and student action becomes visible when multimodal data is considered

14. Findings 1 student did not comply with the task brief Email requests for important information were not answered, or not answered explicitly, or answered with delay. The student had assured the tutor that she was aware of her specific task, but told her partner repeatedly that dissemination of information was to be done via the tutor.

15. �Hiding� information

16. Considering �reply-to-all�

17. Instead: reply to 1 person only

18. Considering sending cc

19. Discussion Was the student�s behaviour due to A lack of ICT-literacy? Did she not like the task or the learning mode (or both) Motivation for specific behaviour may not be overtly expressed, but may show in actions.

20. Background to student history Academic misconduct case 2 years earlier

21. Asserting power as a motivating force? Power over tutor Vs Power over students?

22. Conclusion GT and ICT in data analysis �Critical inquiry attends to contradictions between myths and realities, rhetoric and practice, and ends and means. Grounded theorists have the tools to discern and analyze contradictions revealed in the empirical world. We can examine what people say and compare it to what they do (Deutscher, Pestello, & Pestello, 1993). Focusing on words or deeds are ways of representing people; however, observed contradictions between the two may indicate crucial priorities and practices� (Charmaz 2005:513;emphasis in original).

23. Remaining question: Can conceptual inclusion of motivational factors at the task design level guard against ill-intentioned behaviour?

24. Any Questions?