1. Theories and models of motivation The role of motivation in the teaching and learning process

CONCLUSION

A common distinction made in the literature is between extrinsic and intrinsic forms of motivation. Intrinsic motivation is the act of doing an activity purely for the joy of doing it, and it is frankly very rare in school and work contexts. Extrinsic motivation, or the use of external rewards or punishments to encourage student work completion, is generally painted in education as the enemy of good instruction.
This is true to a certain extent because, as learning is comparable to exploration, the use of rewards or punishments tends to outline a boundary around how much a student should explore. However, there are actually many different forms of extrinsic motivation, and not all are equally likely to lead students down a path of apathy and dissociation from the joy of learning. For example, one extrinsically motivated student may work hard in school because they fear failure and the anger of their parents. Another may study hard because they see the value of the content in helping them work toward their dream of becoming a doctor. Neither student in these examples is intrinsically motivated – their goals lie outside the simple enjoyment of the activity. However, the second student is likely to be more independent and selfguided in their learning because they recognise the value of these extrinsic rewards. This form of motivation is much more sustainable because it does not require constant threats or prizes from teachers or parents.
There is also some research to suggest that extrinsic motivation can lead to intrinsic motivation, in the sense that students may embark on a task for reasons associated with extrinsic motivation but become intrinsically motivated through the process of engaging with the task and learning to value it.Games, talk shows, quizzes, competitions, debates, drama hold an important role in ensuring learners’ interest in the lesson.
Regardless of the differences among the students in terms of language level, they are motivated to use the target language while they are playing a game or participating in a role-play. While playing/debating/competing, attention is focused on the message and fluency instead of the language accuracy, correctness of linguistic forms, so the fear of failure is minimized. Besides, quizzes involving general knowledge might prove useful in mixed ability classes as they are based on learners’ general experience and personality rather than linguistic knowledge therefore participation is encouraged to a greater extent.
A certain amount of questions need to involve simple vocabulary and structures in order to ensure fluent language production. This can offer students different ways to learn new content as well as help enhance a student’s motivation and skills. It is also beneficial to encourage students to reflect on their own abilities by self-assessment. Portfolios/“can-do” record sheets/diaries/self-check pages are efficient way of dealing with mixed ability groups.
The teacher may ask students to keep all the things they have done during the term including the extracurricular work and self-study. This record also shows the needs of the student for further progress. As a result, each student has a record of his/her progress during the term. Portfolios follow the student’s success rather than his failure and therefore add to the learning motivation. It means appreciating their good points, while helping them to improve on their weaker points.
These papers based on syllabus criteria help learners record their achievements, reflect on difficulties and find ways of overcoming them. It might also make them improve their time management. This flexible learning tool supports their long-term efforts, increases their confidence about their abilities to learn language and the ways they learn it so they develop strategies to become more competent learners. Thus, modifying the content, the process, and the product of the basic curriculum is supposed to respond to the diversity of academic needs within mixed ability classes. Variety in the type of working groups, taking into consideration a learner’s intelligence preference, leveled materials, choice in presentation formats are differentiated teaching strategies that will make a classroom a welcoming and encouraging place to motivate English language learners, involve all students in the lesson and ensure their progress.