Ashlee's Teach Create Motivate

Motivation and Self-Regulated Learning play a critical role in one’s learning as a behavior that is instigated and sustained. Hence, a learner’s engagement and persistence in goal directed learning tasks are the factors affecting motivation and self-regulation. Significant attention is needed to be paid to personal goal setting and ways to develop self-perceptions of control in learning and strategies (Driscoll, 2005). To this point, self-regulation is defined as a process where learners activate and sustain cognitions, behaviors and affects that are systematically oriented in setting goals (Zimmerman et. al., 1989). The self-regulation process can be analyzed in three stages; forethought phase that involves the self-regulatory processes that happen before a person acts, performance phase, in which occurs during the behavior and it involves self-control and self-reflection phase that occur after behavior. Specifically, as an EFL teacher, I strongly believe that effective goals are ...

As it is concisely highlighted in this week’s chapter titled “Cognitive Information Processing” by Driscoll (2005), there are numerous factors affecting L2 learning such as motivation and attitude, personality, learning strategies and styles, proficiency in native language as well as dialect and register.   As one of the sayings of George Evans, “Every student can learn. Just not on the same day or in the same way.” Students are unique like a rainbow colors, they have their own strategy, characteristic features and aptitude. In order to analyze all those factors have been put forward by researchers after longitudinal researches and case studies, language teachers need to be internalized by their own effective factors in language learning as well. Cognitive Information Processing is not one single theory but a generic term used to describe all the perspectives that focus how our cognitive processes such as attention, perception, encoding, storage, and retrieval of knowledge (Ako...

According to the basic parameters of language learning theories based on this week’s article titled “Radical Behaviorism” by Driscoll (2005), the paradigm of “black box” referring to understanding behavior and learning, from the lenses of B. F. Skinner in 1950s, vividly depicts that nothing can be known about what goes on inside. As Skinner distinguished respondent; involuntary reaction to a stimulus and operant behavior that inherently emitted by an organism, behavior reoccurs if it has been rewarded or reinforced depending on usefulness and effect on the behavior. It is crucial to re-emphasize the contingencies of reinforcement for instance; giving a class dojo point to a student who does an extra work and do book reports motivates other students to read and do extra work to get more dojo point in order to change the avatar of their dojo monsters so that this behavior enhances the probability of functions however it might also serves as counterintuitive when a student gets minus do...

According to the basic parameters of language learning theories based on this week’s article; “Introduction the Theories of Learning and Instruction by Driscoll (2005),   I could state my insight explicitly from one of the favorite sayings of Aristotle   “Those that know, do. Those that understand, teach”. In the article, I could summarize my basic understanding of the aforementioned Nativist theory and Socio-cognitive perspectives in SLA upon the reflection of the quote that I have internalized. All of the theories put forward by researchers, linguists have been discussed or criticized on the light of their own discipline so far. However, there is a certain sound on the shed of language learning theories which is called practice and utilization of applied linguistics in teaching-learning process.   The number of different perspectives clearly enlightened in Walt’s article led me to questioning how applied linguists indulge on SLA theories to explain that complex issue:...

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