Extrinsically Motivating Primary School Students in Speaking English in Rural Punjab Schools; Problems and Solutions

This presentation discusses the effectiveness of extrinsic motivation in motivating rural primary school students in Punjab to learn spoken English. It highlights the problems faced by students and the education system in rural areas and suggests solutions such as material rewards to motivate students. The presentation also includes a literature review and research questions.

EXTRINSICALLY MOTIVATING
PRIMARY SCHOOL STUDENTS
IN SPEAKING ENGLISH IN
RURAL PUNJAB SCHOOLS;
PROBLEMS AND SOLUTIONS
Date: 23rd April, 2017
Presented By: Maninder Kaur Gill
Lecturer Name: Mai Ngo
Topic: 9007A

PRESENTATION OUTLINE
 Introduction
 Overview of motivation
 Background of motivation
 Research aim
 Research question
 Discussion
 Literature review
 Thesis statement
 Conclusion
 References

OVERVIEW OF EXTRINSIC
MOTIVATION
•The term extrinsic motivation is the type that is driven by
external reinforcement
•The external reinforcement can be in terms of appraisal,
fame, money and so on.
•Such behavior arises from outside of the individual
(Benedetti et al., 2015)

BACKGROUND OF EXTRINSIC
MOTIVATION
• Meanwhile, intrinsic behavior develops inside of the
individual.
• Extrinsic motivation mainly includes material
rewards like money, grades etc. (Benedetti et
al.,2015)
• However, sometimes it also include psychological
rewards like fame, appraisals, recognitions and so
on.

EFFECTIVENESS OF EXTRINSIC MOTIVATION
•Extrinsic motivation is highly motivating.
•Achieving rewards and recognitions is highly motivates one to learn
something in new.
•In order to motivate the students material rewards are effective than
the psychological rewards (Abeysekera & Dawson, 2015)

• It is important to understand the behavior of the
rural students in order to motivate them to learn
spoken English,
• Motivational factors may vary from one student to
another.
• Extrinsic motivation can have a strong influence on
human being I order to learn a completely new
language (Abeysekera & Dawson, 2015)

PROBLEM STATEMENT (STUDENTS)
•A common negative perception exist among the rural
student
•They often consider English language one of the
toughest language to learn (Kormos & Csizér, 2014)
•Inferiority complex is another reason the students
often avoid learning the language.

•Motivating the rural students psychologically may not be helpful as
most of the students suffer from poverty
•Education system in rural area generally follow stereotype structure.
•As a result, the students often find it uninteresting learning new
language
•Rewards like scholarships can be given to the children so that they
can feel motivated to attend the training (Rehman et al., 2014)

PROBLEM STATEMENT (EDUCATION
SYSTEM)
• The education structure in the rural areas of Punjab
do not prioritize on learning english language
• Poor performance is observed in the learning
process of the language
• Lack of teachers in the schools of rural areas is one
of the major problems regarding the learn g of the
language
• Traditional mode of teaching with lack of motivation
is another reason behind rural students avid
speaking the language (Rehman et al., 2014)

RESEARCH AIM
• To find out how extrinsical motivation can be effective in
motivating the rural students
• To evaluate why students from below poverty level need to be
motivated by the material rewards

RESEARCH QUESTION
• What are the factors that can motivational rural students in learning
spoken English?
• How extrinsical motivation can be effective in motivating the rural
students?
• Why students from below poverty level need to be motivated by the
material rewards?

LITERATURE REVIEW
•As per the article by Kormos & Csizér, (2014), motivation plays a
crucial role in learning English language
•The report figured out several factors that affect on learning the
language is the learning attitudes

•At the same time, another study (Bashir, Azeem & Dogar,
2015) explores the factors that affect the students’ skill of
english speaking
•Lack of participation has been marked as one of the primary
reason in the study
•Lack of scope to speak in the language was mentioned as
another major factor additionally
LITERATURE REVIEW

LITERATURE REVIEW
•The study (Rehman et al., 2014), sheds light on the effectiveness of
motivation in learning english language
•The study states motivation as an one the most influential component
•The study conducted a survey over 50 students
•As per the result of the survey, motivation can actually be effective in learning
english language

THESIS STATEMENT
•The study addresses that past research works barely focused on the
aspect of extrinsical motivation in learning english
•The research may be beneficial for both the private and public
education institutes to motivate the rural children in speaking english

CONCLUSION
•Extrinsic motivation can be very effective for the rural children
•Different material rewards can be given to the students so that they
find learning process interesting
•Rewards in terms money, grades, etc can be effective than the
psychological rewards

REFERENCES
Bashir, M., Azeem, M., & Dogar, A. H. (2015). Factor effecting students’ English
speaking skills. British journal of arts and social sciences, 2(1), 34-50.
Kormos, J., & Csizér, K. (2014). Age‐related differences in the motivation of
learning English as a foreign language: Attitudes, selves, and motivated
learning behavior. Language learning, 58(2), 327-355.
Rehman, A., Bilal, H., Sheikh, A., Bibi, N., & Nawaz, A. (2014). The role of
motivation in learning english language for pakistani learners. International
Journal of Humanities and Social Science, 4(1), 254-258.

REFERENCES
Benedetti, A. A., Diefendorff, J. M., Gabriel, A. S., & Chandler, M. M.
(2015). The effects of intrinsic and extrinsic sources of motivation on
well-being depend on time of day: The moderating effects of workday
accumulation. Journal of Vocational Behavior, 88, 38-46.
Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in
the flipped classroom: definition, rationale and a call for
research. Higher Education Research & Development, 34(1), 1-14.

THANK YOU