Abstracts - Earli

a group of effective self-regulators, and a group of less effective self-regulators. The resultsstrongly support the expectations.Relationship among motivation orientations, metacognitive awareness and EFL listeningcomprehensionIsil Gunseli Kacar, Middle East Technical University, TurkeyThis study investigated the relationships among motivation orientations, metacognition, andlanguage achievement in EFL listening comprehension within the self determination frameworkempirically tested by Noels and collaborators (Noels, Clement, and Pelletier, 1999, 2001; Noels etal, 2000). In other words, it explored how the orientations proposed by self-determination theoryrelated to metacognitive strategy use and proficiency in L2 proficiency in L2 learning, with aparticular reference to EFL listening comprehension. 22 intermediate-level Turkish EFL learnersin an academic setting participated in the study. Four data collection instruments were utilized inthe study: a motivation questionnaire, tapping student responses to three orientations related tomotivation: amotivation, intrinsic and extrinsic, a metacognitive awareness questionnaire, tapingthe metacognitive strategies students reported using when doing academic listening in English, alistening test, aiming to determine the level of learner achievement in EFL listeningcomprehension, and in-depth interviews with the participants on a one-to-one basis. Studentresponses on both questionnaires were correlated to determine any possible relationship betweenthe three types of motivation and metacognitive strategies. Responses to the motivationquestionnaire were also correlated with the learner achievement in EFL listening. In the analysesof the questionnaires, ANOVA was used while in the analysis of the in-depth interviews, whichwere recorded and later transcribed with the permission of the students, inductive analysis wasutilized. Concerning the results of the study, students reporting a greater use of metacognitivestrategies reported more motivational intensity, which provided some evidence to a selfdeterminationcontinuum. The level of listening achievement in EFL did not correlate withamotivation. The correlations with intrinsic and extrinsic motivation were not as high as expected.The results supported the hypothesized links between self-determination theory, metacognitionself-regulated learning, and learner autonomy empirically.Towards a theory for primary cultural identity in instructional designMichael K. Thomas, University of Wisconsin-Madison, USAMarco Columbus, Cameron University, USAThis paper explores the notion of cultural identity in instructional design practice by way of atechnology-rich innovation, Goree Island, a multimedia learning tool designed to leverage AfricanAmerican identity types in learning. The study made use of validated instruments that measureidentity type and constructs related to academic motivation among African Americans. Resultsindicated that fostering a primary cultural identity among African American students is most likelyto result in school success among members of this group too often associated with school failure.The paper further discusses the development of a theory-based approach to instructional design inwhich the systemic design of instruction is imbued with culture and that culture must inextricablypermeate instructional design processes in ways that result in products that are culturallyappropriate in both design and the content. It also discusses a theory-based approach to theimplementation of such technology-rich innovations.Students’ interest for history and history instruction in Swiss 9th grade classroomsMonika Waldis, Fachhochschule Nordwestschweiz, Switzerland– 704 –