Effects of Goal Setting and Self-Monitoring Instruction on EFL Learners' Goals and Motivation

Abstract

This study examines the effects of goal setting and self-monitoring instruction on students' goals in the classroom and motivation toward learning English. In order to promote autonomous learning, goal setting and self-monitoring instruction were integrated in the English extensive reading (ER) program in the classroom. Sixty first-year university students participated in this study. After 12 weeks of ER sessions, changes in three goal attributes-namely, specificity, difficulty, and commitment-were examined on the basis of goal setting theory (Locke & Latham, 1990). In addition, changes in motivation were examined on the basis of self-determination theory (Deci & Ryan, 1985; Ryan & Deci, 2002). Significant positive changes were observed in goal specificity and commitment as a result of the implementation of educational intervention. Moreover, students enhanced more self-determined forms of motivation. Therefore, these findings suggest that goal setting and self-monitoring instruction can motivate the students effectively and promote autonomous learning.