THE EFFICACY OF EXTERNAL INCENTIVES AND SIMPLIFIED GRAMMAR INSTRUCTION ON ENGLISH LANGUAGE LEARNING IN UNMOTIVATED STUDENTS
Keywords:
external incentives, simplified grammar instruction, English language learning, unmotivated students, extrinsic motivation, language proficiency, student engagement, second language acquisition, communicative language teaching, educational rewards.Abstract
This study explores the impact of external incentives and simplified grammar instruction on English language learning among students lacking intrinsic motivation. While much research has focused on traditional approaches to teaching English as a foreign language (EFL), less attention has been paid to how external motivation and streamlined grammar lessons can influence outcomes, especially among disengaged learners. Using a mixed-method approach, this research examines the role of rewards, simplified grammar explanations, and structured learning environments in improving engagement and language acquisition in such students. Results indicate that external incentives paired with simplified grammar instruction can significantly enhance student participation and language competence, but only when applied within a structured framework that encourages active involvement.
References
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135.
Ellis, R. (2006). Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly, 40(1), 83-107.
Kohn, A. (1993). Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise, and Other Bribes. Houghton Mifflin.
Lightbown, P. M., & Spada, N. (2006). How Languages are Learned. Oxford University Press.
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, & C. Kramsch (Eds.), Foreign Language Research in Cross-Cultural Perspective (pp. 39-52). John Benjamins.
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12-28.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.
