English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study aimed at investigating and implementing the main triggers for enhancing the motivations of taking an elective English course within the sport college students. The researcher explored and analyzed these triggers as the motivational components under the attractor states. In order to observe the dynamics of these college students who have been regarded as unmotivated with the English courses, the researcher designed a semi-structure interview questions related to the motivational components and observed the process of students’ implementation, modification, and the relation with attractor states. This study covered Phase 1 for a think aloud question at the beginning of the semester which conducted to 65 sophomores (35 for PE students and 30 for Dance students). Phase 2 designed as three semi-structured interview questions for 10 PE sophomores and 10 dance sophomores. This interview conducted followed by the midterm presentation. Data analysis is under the discussion of attractor states (Waninge, 2015). This study demonstrates qualitative method to collect data. The qualitative data were collected through several techniques such as observations, reflections, and student interviews. From the findings, these teacher-specific motives trigger these students’ intention to make the decision. These students performed better motivation during the learning path till the midterm presentation. Both their English performance and learning motivation were significantly enhanced. Moreover, they had positive attitude toward learning English and they apparently recognized the value of the presentation. The results were shown in positive improvement in the motives with application of attractor states. Furthermore, a teacher-student relationship was built as one of the most precious fruits of the processes.

Bridging the Motives and Attractor States: How These Dynamics Go While Choosing the Elective English Course?