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Resources - Engaging With Motivational Activities

The document discusses challenges in motivating learners, such as external factors and varying interests. It distinguishes between distant output, which is impersonal, and personalized output, which relates to learners' experiences, noting that personal engagement can be both motivating and demotivating. Additionally, it provides references for further reading on classroom motivation strategies.

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16 views2 pages

Resources - Engaging With Motivational Activities

The document discusses challenges in motivating learners, such as external factors and varying interests. It distinguishes between distant output, which is impersonal, and personalized output, which relates to learners' experiences, noting that personal engagement can be both motivating and demotivating. Additionally, it provides references for further reading on classroom motivation strategies.

Uploaded by

jelenabogdan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Engaging with motivational activities

Glossary
Difficulties
There are many reasons why it might be difficult to motivate your learners. For example, they
may be tired, hungry or cold. They might not find the lesson interesting. They may be more
interested in talking to their friends.

Distant output
Distant output is information that learners give that is not personal, for example when they talk
about the life of a famous person rather than themselves.

Intrinsic motivation
Activities are likely to be enjoyable if they appeal to learners’ intrinsic motivation, i.e. motivation
that comes from within a learner to do something for fun or enjoyment.

Personalised output
Personalised output is information that learners give about themselves or their personal
experience. Activities can be made more personal by asking learners to talk about themselves,
draw pictures of family or events and talk about them or reflect on their own experiences.

Asking learners for personal information may be motivational as they are speaking from
experience. However, it may be demotivational as they may have limited experience to refer to
or they may not feel comfortable sharing personal information.

[Link]
References and further reading
The following links and resources explore the areas discussed in this module in more detail:

Adams, P., 2014. ESL essential games: Over 120 fun and engaging ESL games for students of
all ages. Amazon.

Anderman, E.M. and Anderman, L.H., 2013. Classroom motivation. Pearson.

Blackburn, B.M., 2005. Classroom motivation from A to Z: How to engage your students in
learning. Routledge.

Dörnyei, Z., 2001. Motivational strategies in the language classroom. Cambridge University
Press.

Gilbert, I., 2002. Essential motivation in the classroom. Routledge.

Vernon, S.A., 2012. ESL classroom activities for teens and adults. CreateSpace Publishing.

A fuller version of Graham Stanley's talk about gamification (Warning: this video contains
flashing)

A range of activities to use in the adult classroom

A range of activities to use in the primary classroom

A range of activities to use in the secondary classroom

[Link]

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