An Empirical Study On The Effect Of Token Economy On English Learning Motivation And English Learning Achievements Of Junior High Schools Students

Motivation is one of the key non-intellectual factors that determine the success or failure of foreign language learning.It helps in initiation of foreign language learning and provides sustainable power for the subsequent learning process.In recent years,studies on the combination of the Token Economy with education are increasing significantly,including computer class in junior high school,music class,sports class in primary school and college English.However,application of the Token Economy in English teaching is still under researched.Thus,the use of the Token Economy in junior high school English teaching towards the better direction is a question worth investigating.This study explores whether the implementation of the Token Economy in junior high schools English teaching classes can improve students' English learning motivation and English learning achievements.After reviewing the literature on the Token Economy and learning motivation,and based on the theoretical frameworkReinforcement Theory,Pygmalion Effect and the Affective Filter Hypothesis,the author puts forward the following two research questions.1.What is the effect of the implementation of the Token Economy on the English learning motivation of junior high school students?2.Can the implementation of the Token Economy improve the English learning achievements of junior high school students? Does it have different effects on students at different English levels?An experimental research was designed and conducted in No.18 Middle School,in Guangzhou.Class Three and Class Four in Grade 2 were involved in this study.Each class has 43 students(total 86 students).At the start of the experiment,students in both classes were required to complete the questionnaire according to their real opinions so as to understand their English learning motivation.Then the Token Economy was introduced in the Experimental Class(Class Three),while conventional incentive strategy was used in the Controlled Class(Class Four).This study lasted forabout three months,starting from the beginning of October,2016 till the beginning of January,2017.At the end of December,another questionnaire was sent to both classes to understand their English learning motivation.Pre-test(final-exam of last term)and post-test(final-exam grades of this term),serving as the research instruments,were conducted at the same time within the two classes so as to get the data of students' English learning achievements.The author collected the data and made analyses by using the software SPSS19.0.The results of this research confirm that the application of the Token Economy can improve junior high school students' English learning motivation,especially internal motivation and external motivation.It also has a positive effect on their English language achievements.The study finds that the students who have high ranking and low ranking in the pre-test haven't significant difference in English learning achievements,while most students in mid-level make progress more or less.Therefore,the author concludes that the application of the Token Economy in junior high school English teaching is feasible.The results of this study can be referenced by English teachers while designing their incentive strategies.Finally,the author puts forward pedagogical implications,limitations and suggestions for further studies.