This study will investigate Turkish students’ attitudes towards language learning, especially
English language. One of the important factors that needs to be developed in Turkish education
is promoting students’ intrinsic and extrinsic motivation of learning English. The aims of the
research are to increase Turkish students’ motivation to speak English through a range of
materials and activities used to develop students’ speaking skills. This study focuses on
discovering which kinds of motivation are needed to encourage leaners to speak.
This will be done by examining 15 secondary students’ motivation who are between 12 and 15
years of age who study in a public Turkish secondary school.
First, a questionnaire will be used to get students’ perception of learning English and their
willingness to speak it. Throughout 8 weeks, students are going to be taugh English 6 hours per
week. Then there will be an interview in which after going through 4 weeks of training they will
answer some questions related to what they have been taught and how they comprehended the
The main purpose of this study is to find out how intrinsic motivation promotes Turkish
secondary students’ ability to learn how to speak English inside of their classroom. Also, the
benefits of extrensic motivation in encouraging students to participate more in speaking-based
activities. As for the intrinsic motivation, it develops the students’ mental process of learning by
making them turn into autonomous learners who will be responsible for their own learning. By
doing that, students will be practicing speaking inside and outside the classroom and learn from
materials that are not included in their curriculum such as the internet and TV. By providing
extrensic motivation which can be done by the positive feedback from the teachers when the
students give the correct answer or giving them credit for trying. It can also be done by having a
reward system that encourages competition in the classroom among the students.
Findings will help teachers understand which types of motivation provide better results in
helping students’ to speak English. Based on the results, teachers will be able to design activities
so that students’ willingness to learn English increases.
How does intrinsic motivations influence Turkish secondary students to learn and
How does extrinsic motivations influence Turkish secondary students to learn and
Okhee Lee, Jere Brophy 1996. Motivational pattern ovserved in sixth grade science
classroom. According to theories of student motivation to learn, this articles
describes five patterns of student motivation :
a) Intrinsically motivated to learn science
b) Motivated to learn science
c) Intrinsically motivated but inconsistent
d) Unmotivated and tasks avoidant
e) Negatively motivated and tasks resistant
Heindelong, J. & Lepper, M.R. (2002) The effect of praise on children’s intrinsic
motivation. In this study, the authers argue against defining motivation as just a
verbal reinforcement. Praising children must be sincere. It is beneficial to
motivation when it encourages performance attributes to conrollable causes.
Motivation is promoting autonomy.
The participants of this study will be 15 students who are attending a Turkish secondary school
and learning English. They are from 12 to 15 years of age.
The data is going to be collected through a questionnaire.
a) Questionnaires (see appendix 1)
Speakout 2nd Edition Starter Students’ Book by Frances Eales & Steve Oakes.
After administering the quiestionnaire, the data will be analyzed by SPSS.
In the first week, the teacher is going to distribute the questionnaire to the students to measure
their satisfaction with the methods used to promote their intrinsic and extrensic motivation. The
following two weeks, the teacher is going to be analyzing the data he collected from the
questionnaire to evaluate his methods of prompting motivation and form feedback to give to the
students. In the fourth week, the teacher delivers the feedback to the students for the purpose of
showing them the development they have achieved in their learning process in the light of
intrinsic and extrinsic motivational methods.
Eales, F., & Oakes, S. (2016). Speakout Starter 2nd Edition Students’ Book (2nd ed.). Harlow,
UK: Pearson Education Limited.
Heindelong, J. & Lepper, M.R. (2002) The Effect of Praise on Children’s Intrinsic Motivation.
Okhee Lee, Jere Brophy 1996. Motivational pattern ovserved in sixth grade science classroom