Learners' Motivation Types in the Smart Instruction of English for Specific Purposes

The paper introduces results of research in which potential increase in learner's knowledge is considered from the view of four motivation types (Accurators, Coordinators, Directors, Explorers) within the process of smart instruction applied at two topics (Career Development, Healthy Living) of the English for Specific Purposes course. The main research objective is to find out whether learners of all motivation types can succeed in this process. Totally, 119 students, prospective teachers from the Faculty of Education and Faculty of Science, participated in the research. The SAMR (Substitution, Augmentation, Modification, Redefinition) model was applied within the smart instruction using smart devices to approach electronic sources and smart methods towards acquiring the learning content. The smart instruction was conducted for 12 weeks (one semester). Two hypotheses were set, and the quasi-experiment and ex-post-facto method were applied. Data referring to learners' motivation types were collected through the standardized Motivation Type Inventory (MTI) by Plaminek. The increase in learners' knowledge was calculated as the difference between entrance and final didactic tests scores. The results did not show statistically significant difference between single motivation types in the topic of Career Development. However, in Healthy Living, the difference was discovered in the group of Coordinators compared to other three types.