Show Less
Restricted access

Energising Directed Motivational Currents through Learners’ Agency


Arkadiusz Pietluch

This book attempts to demystify concerns surrounding a novel motivational construct known as a Directed Motivational Current. The study aimed at exploring whether a high sense of efficacy may support a person in transforming short-spanned motivational episodes into longitudinal engagement typical for the DMC framework. To this end, a sequential exploratory mixed methodology was used. Subsequently, a link between well-anchored efficacy beliefs and the rate at which DMCs occur was indeed discovered. This was further reinforced by the outcomes of personalised interviews. Eventually, the research yielded several noteworthy conclusions, including the fact that imbuing the DMC structure with elements of efficacy building may lead to long-term, sustained behaviour in a foreign language classroom.

Show Summary Details
Restricted access

APPENDIX 6 Teaching curriculum – description, aims, and requirements


The proceedings in the classroom will be based on the typical curriculum used in the school, taking advantage of the communicative approach towards language teaching. This document is not a curriculum per se and should be viewed as a supplement to the already existing teaching framework. The purpose of the document is to outline the specific measures that will be introduced to boost a high sense of efficacy amongst the participants and to support the students in inducing their own extended motivational experiences.

1. Candidate profile

To demonstrate their ability to participate in the course, candidates are expected to:

– Speak to communicate information and opinions on topics of interest, using appropriate formality to express their thoughts

– Listen and respond to spoken language, including basic and more complex information and narratives

– Exchange ideas with one or more people, making a relevant contribution to the discussion and responding to what others say to reach a consensus

2. Objectives

The curriculum most typically used in the course supports students in developing a satisfactory degree of spoken proficiency and acquiring the vocabulary typical for their line of work. As the syllabus was enhanced with self-efficacy building techniques and salient DMC features, several additional objectives were set for the present course:

– Establishing specific, short-term targets, granting the students an abundance of opportunities to evaluate their progress

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.