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Authors
Affiliations
1 LAMED Center for Interdisciplinary Research on Language Acquisition and Allied Sciences, Chennai, IN
2 LAMED, Chennai, IN
Source
International Journal of Education and Management Studies, Vol 6, No 3 (2016), Pagination: 365-369
Abstract
Foreign language learning depends on the motivation of students. We aimed at augmenting the intrinsic motivation using motivational interviewing (MI) technique based on the trans-theoretical model of change. Engaging, focusing, evoking and planning were the underlying rationales in this technique that focused on developing a therapeutic relationship with teacher and engage in collaborative decision making. From January 2013 to December 2013, we developed and field-tested this technique in a private language institute in South India. Between July 2014 and December 2014, the strategy was tested in French (N=20, Males=12, Females=8) and Spanish(N=31, Male=14; Females=17). The technique focused on group and individual interviewing during the 100-hour class (baseline, midline and end-line). Individual interviews to ascertain the motivation levels and the value attached to the language were done at the beginning of the course followed by mid line group and individual motivational interviewing. The motivation levels were examined at the end line individual interviewing after the course based on the desire to continue to next level. The attrition rate of the students was measured. Field notes were also collected and qualitatively analyzed. Results revealed that students developed more confidence with higher retention rates (attrition less than 5%). Motivation in foreign language learning can be increased using motivational interviewing. Language teachers can integrate this technique in their classrooms. The long term implications in learning require exploration.
Keywords
Motivational Interviewing, Language Learning, Retention.
