International Journal of Education and Management Studies

C. B. Vineetha ¹, A. Arun Kumar ²

Affiliations
1 LAMED Center for Interdisciplinary Research on Language Acquisition and Allied Sciences, Chennai, IN
2 LAMED, Chennai, IN

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.

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V. Saraswathi ¹, Harini Jayaraman ², A. Arun Kumar ³

Affiliations
1 LAMED (Psychology), Chennai, IN
2 LAMED (Language Acquisition), Chennai, IN
3 LAMED, Chennai, IN

Abstract

Children's drawings are indicators of emotions, self-esteem, social competence, as well as other aspects of personality and are a way for children to call attention to topics that are personally important or emotionally significant. Strong emotions emerge in the form of images instead of words. Drawing allows students to experience rather than verbalize feelings. This study aims at understanding the child's emotions and personality using drawing as a tool and to develop a protocol for teachers. From August to October 2015, we conducted image analysis of 35 drawings of kids between three to six years of age from private schools in Chennai. Fifty kids (conveniently sampled) were asked to draw anything that they feel like and interviewed about their drawing (the reason behind the particular character/theme, the color, etc). Phenomenological analysis of the drawings were done under the following headings: theme, contents, zones used, connections between various elements of the picture, orientation to each other, spacing, margin, size, pressure, clarity and colors used. Field notes and reflective notes based on observation of each kid were developed and analyzed separately using N Vivo 7. This paper describes the study protocol and the preliminary findings of the pilot study.

Keywords

Image Analysis, Children's Drawings, Emotions, Chennai.

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