The purpose of this study was to investigate some motivational factors that enhance pupils’ written homework performance as well as the obstacles that make written homework a difficult task. The method applied in this thesis is qualitative. The investigation was carried out with the help of semi-structured interviews. The results of this study indicate that the pupils have different attitudes to their written homework. The most interesting result is that not all successful pupils are highly externally motivated. The research shows that external motivational factors can enhance the pupils’ written performance well enough but they can also lead to stress and anxiety and complicate the writing process for less successful pupils. Another finding of this dissertation is that deadlines related to assessment can be treated as a negative form of external motivation.
Contents
1 INTRODUCTION
1.1 BACKGROUND
1.2 PURPOSE
1.3 QUESTIONS
2 LITERATURE REVIEW
2.1 SYLLABUSES FOR ENGLISH AND THE NATIONAL CURRICULUM
2.2 MOTIVATION IN WRITTEN HOMEWORK
2.3 OBSTACLES IN WRITTEN HOMEWORK
3 METHOD
3.1 THE QUALITATIVE INTERVIEWS
3.1.1 SELECTION AND PARTICIPANTS
3.1.2 SOME GENERAL OBSERVATIONS
3.1.3 The Type and the Goals of Qualitative Interviews
3.1.4 EQUIPMENT
3.1.5 PROCEDURE
3.1.6 VALIDITY AND RELIABILITY
4 RESULTS AND ANALYSIS
4.1 FOUR CATEGORIES OF LEARNERS
4.1.1 CATEGORY 1 LEARNERS WITH HIGH EXTERNAL MOTIVATION
4.1.2 CATEGORY 2LEARNERS WITH HIGH INTERNAL MOTIVATION
4.1.3 CATEGORY 3 LEARNERS WITH LOW EXTERNAL MOTIVATION
4.1.4 CATEGORY 4 LEARNERS WITH LOW INTERNAL MOTIVATION
4.2 OTHER FACTORS THAT ENHANCE PUPILS’ WRITTEN PERFORMANCE
4.3 FACTORS THAT MAKE WRITTEN HOMEWORK A DIFFICULT TASK
4.4 POSITIVE AND NEGATIVE IMPACTS OF EXTERNAL MOTIVATION
4.5 POSITIVE AND NEGATIVE IMPACTS OF INTERNAL MOTIVATION
Author: Miskevich, Halina
Source: Malmo University
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