Version 1
: Received: 2 July 2023 / Approved: 3 July 2023 / Online: 4 July 2023 (02:27:48 CEST)
How to cite:
Eslit, E. Intrinsic and Extrinsic Motivation in College Language and Literature Courses: Nurturing Lifelong Learning in a Blended Learning Modality. Preprints2023, 2023070040. https://doi.org/10.20944/preprints202307.0040.v1
Eslit, E. Intrinsic and Extrinsic Motivation in College Language and Literature Courses: Nurturing Lifelong Learning in a Blended Learning Modality. Preprints 2023, 2023070040. https://doi.org/10.20944/preprints202307.0040.v1
Eslit, E. Intrinsic and Extrinsic Motivation in College Language and Literature Courses: Nurturing Lifelong Learning in a Blended Learning Modality. Preprints2023, 2023070040. https://doi.org/10.20944/preprints202307.0040.v1
APA Style
Eslit, E. (2023). Intrinsic and Extrinsic Motivation in College Language and Literature Courses: Nurturing Lifelong Learning in a Blended Learning Modality. Preprints. https://doi.org/10.20944/preprints202307.0040.v1
Chicago/Turabian Style
Eslit, E. 2023 "Intrinsic and Extrinsic Motivation in College Language and Literature Courses: Nurturing Lifelong Learning in a Blended Learning Modality" Preprints. https://doi.org/10.20944/preprints202307.0040.v1
Abstract
This study employs a qualitative research approach to investigate the intrinsic and extrinsic motivations that influence college students' engagement, learning experiences, and long-term commitment to language and literature studies within the context of blended learning modality. Drawing on the theoretical frameworks of Self-Determination Theory and Achievement Goal Theory, the research explores the complex interplay between intrinsic factors (e.g., passion, self-improvement, personal growth) and extrinsic factors (e.g., external rewards, recognition). The study is conducted at SMC among the 30 participant and utilizes interviews and classroom observations, in conjunction with a comprehensive review of relevant literature, to gain insights into the impact of these motivations on academic performance and learning outcomes, particularly in blended learning environments. The study acknowledges the limitations inherent in its locale-specific scope and the challenges associated with ensuring the validity and reliability of data collected through online surveys and virtual classroom observations. The findings of this study have significant implications for educators and policymakers, highlighting the importance of nurturing intrinsic motivation while leveraging extrinsic factors to establish supportive learning environments that foster student autonomy, incorporate student interests, and provide timely feedback. By comprehending the motivations that drive student engagement and long-term commitment, educators can enhance learning experiences, elevate academic performance, and sustain students' engagement with language and literature studies amidst the evolving educational landscape of blended learning modality.
Keywords
intrinsic motivation; extrinsic motivation; language and literature courses; college participants; instructional practices; student engagement; academic success
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
