Belonging Vs. Extrinsic Motivation In The Classroom

developing this attitude through: developing a personal relationship with students, creating a pleasant and supportive classroom atmosphere, helping students set their personal learning goals which they use their strategies to achieve and creating a sense of "belonging" in the class by involving students in the decision making process for activities and even in the evaluation (Brown, 2007). Although research shows that intrinsic motivation is more important than extrinsic motivation in second language learning, teachers should not overlook motivating the learners externally. Brown (2007) stated that "extrinsic motivation refers to language learning for some reward from an external source such as money, a prize, high marks, positive feedback

Students or teachers?) are doing during the teaching and learning process. Lewin (1947) defined this point as documenting the effects of the action. By paying more attention to the implementation of the change during class, the teacher will gain a vivid description of the whole operation process, which is necessary for the next step. During this stage, the teachers can discern how well their interpersonal relationships are formed during class, what the classroom environment looks like, how the students engage, how students ' sense of belonging are reflected during the class and how they are rewarded.

All of these observations will provide the basis for the reflection stage. "Observation will always be guided by the intent to provide a sound basis for critical self-reflection" (Lewin, 1947, p.

A strong and effective leadership, where there is trust and tolerance between all stakeholders, promotes a culture where individuals are encouraged to take on greater risks and deliver significant results on students ' motivational state during the teaching and learning process. Through leading by example, the foundations for successful change management, implementation and embedding are paved. Only authentic leaders can turn a vision into reality. This results from engaging followership, who, in turn, deliver meaningful and lasting change. According to Flood 's (2010) view, action research can benefit from a system’s perspective because it reminds us that we are "in relationship" with others. In this changing context, the head of the panel who planned the change action is also involved in implementing and acting towards the change. The four moments(is this correct terminology? Maybe consider ‘processes’ or ‘stages’) of the action research cycle are applied in this planning. The action researchers break the general plan into a number achievable steps namely: planning, acting, observing and reflecting. Meanwhile, reconnaissance is completed before the planning phase to give teachers a vivid description of the circumstances of the field and fact finding (I don’t think this needs paraphrasing) of those conditions. Eliciting feedback from both colleagues and the students is crucial as