| dc.description.abstract | This action research study aimed to explore how the inclusion of different types of extramural English (EE) activities in a lower secondary ninth grade class would impact the students’ motivation for the English subject. Through a teaching project that consisted of six English lessons, the researcher implemented different EE activities with varying degrees of restrictiveness in the tasks in order to research student beliefs regarding their motivation. The research question for this study is “To what extent does the incorporation of extramural English activities impact learner beliefs about motivation in a 9th grade EFL classroom?” and it will be examined through the use of both restrictive and less-restrictive tasks connected to the EE activity.
This thesis was an action research (AR) study that used a cyclical process of reflect, plan, act, and observe to continually improve and evolve the lessons of the research project. The study used both qualitative and quantitative research methods to gather data. These data collection methods included teacher and student interviews, multiple student questionnaires, and researcher observation. The study involved a ninth grade EFL class which consisted of 28 students where two of the students and their subject teacher were interviewed.
The main findings of the study show that the students were more motivated in the lessons that featured less restrictive tasks compared to the lessons that had more restrictive tasks. The researcher believed that this could be because of the formality of the lessons. The formality can have a direct influence on the learner’s motivation (Sundqvist & Sylvén, 2016) and that could be the reason why the less formal lessons received positive feedback from the students. Further findings suggest that using EE activities in a classroom does increases learner motivation, but further research is needed on the subject.
The present study contributes to the ongoing research within the field of L2 English learning concerning EE activities and their use and implementation in school. Additionally, it contributes to the practical use of EE through a Norwegian context. There are multiple studies regarding EE and the effect it can have on student motivation, but there seems to be a lack of research on the practical implications. This study aims to fill that research gap. Further research should be conducted inside of the classroom regarding EE, how to implement student interest in the classroom effectively, and how non-restrictive tasks could improve learner autonomy. | |
