[ELTWeekly Volume 7, Issue 1 | January 5, 2015 | ISSN 0975-3036]

This paper presents two variations on a single lesson plan, which continues with an approach toward EFL pedagogy using self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2000) as a theoretical basis. These SDT based lesson plans are actually tasks – as in task-based language teaching (TBLT) – that can be used in a principled communicative language teaching class (CLT; For a recent article, see Dörnyei, 2009). Research has shown that activities are inherently motivating to the extent that the participants experience autonomy, competence and relatedness (see Deci & Flaste, 1996).

Therefore, let us examine what each of these three terms mean, and how they can be incorporated into the classroom and lesson planning. To do so, we will be using the attached My Dream Room activity as an example. The activity has proven its popularity over the last several years in a variety of schools. First, autonomy means giving students choice in creating the activity. Please notice the title of the activity; it is My Dream Room – not yours, my friend’s, nor the teachers. I, the student, am creating a fantasy room within which I can place anything. If I want a MosBurger™, there will be one. Do I want a train station? Why not? If I want an Olympic size swimming pool, it’s there!

On the other hand, competence requires that participants have the potential to master the material, from the vocabulary (lexical level), the phrases necessary to complete the activity (syntactical level), and the purpose of the activity in its entirety holistically. For vocabulary, this is made easier since the students choose what is in their own room. If they lack the required word, they can consult a dictionary, a friend, the Japanese teacher of English (JTE), or the assistant language teacher (ALT). With a large class, I often walk around to check on student progress and will help put katakana labels into English, or at least Romanize them to the extent possible. The necessary speech to carry on the activity can be taught via demonstration between the JTE and ALT. The purpose of the activity as a whole can be explained via pre-teaching; this is what we are going to do today, and this is why we are doing it. (more…)