English Australia Journal : English Australia Journal 32.1
Volume 32 No 1 11 English Australia Journal • The student motivated behaviour (SmB) composite was derived from the moLT (Part 2). SmB comprised attention/alertness (A), participation (P), and volunteering (V) data for each five-minute period and, subsequently, formed the SmB composite index, using z-scores . • The SmS questionnaire was then used to form the student’s motivated state composite index (Sections 1–3: SmS), the ideal future self composite index (Section 4: IL2S), and the ought-to L2 self composite index (Section 5: o2L2S). The first of five ought-to L2 self questions (If I fail to learn English I will be letting others down) was removed at this stage as it showed only a 0.12 correlation with the other questions. Results This section presents the findings in relation to the research questions. research question 1: What is the relationship between teacher motivational practice (TMP) and student motivated behaviour (SMB) in the tertiary Australian ESL context? Table 1 presents the relationship between teacher motivational strategies (TmS) as measured by moLT (Part 1), PLTES, and student attention/alertness (A), participation (P), and volunteering (V) as measured by moLT (Part 2). The two measures (TmS and PLTES) had a correlation of 0.41 (R2 = 0.17, p < 0.01, medium effect size). This correlation suggests that both are largely independent of teacher motivational strategy practice. This correlation coefficient was found to be similar to but smaller than those found by Papi and Abdollahzadeh (2012; r = 0.54, p < 0.01), and Guilloteaux and Dörnyei (2008; r = 0.46, p < 0.01). The present correlation analysis of teacher motivational strategies (TmS) and student motivated behaviour (SmB) showed a weak correlation of 0.23 (R2 = 0.06; p < 0.01, small effect size).
English Australia Journal 31.2
English Australia Journal Volume 32.02