Ethics as a motivation indicator in second language vocational digital teaching

Abstract

The non-selective second language course at vocational colleges and universities makes teachers strive at fostering students' motivation to learn by choosing from a variety of enhancing factors. Teacher's personality and skills if they comply with pedagogical ethics are considered to be inspiring for students to learn. The aim of this piloting study was to collect empirical data and ascertain the actual motivational power of ethical teaching skills when organizing and conducting autonomous learning activities for college students on the example of educational computer games. The ethical teaching skills applied when creating and using computer games as out-of-classroom voluntary activities were conceptualized. Their possible influence on learning motivation of college students was analysed with the use of oral and written feedback procedures, and statistical data retrieved from Metrika.Yandex and students' certificates submitted. This allowed to determine five specific groups of students valuing the activity, which in their turn were united into two larger formations: students with distinct intrinsic motivation in the activities-related areas (60%) and socially and psychologically responsive students (40%). A possible method to evaluate statistically the efficiency of some ethical skills specified is suggested, whereas the other skills need further research under modified parameters. Thus, ethical teaching skills are effective in the case the college students possess an intrinsic motivation in an area actualized by an activity suggested. Therefore, they are unlikely to be regarded as an independent motivator, but the indicator of a particular intrinsic motivation characteristic to a student.