ANALYZING EXTRANEOUS MOTIVATION AS AN ENRICHING ANDRAGOGICAL APPROACH FOR COLLEGE TEACHERS

Abstract

It is believed that at tertiary level a majority teachers keep on code switching because of less exposure to English language. The article highlights the importance of extrinsic motivation as a rewarding andragogical intervention for newly inducted college teachers to improve their communication performance. The experimental study was conducted on two groups of teachers consisting of thirty each simultaneously. The controlled group was taught about giving subject based presentation in light of the presentation techniques norms such as matter, method and manner based talk without any focus on the role of extrinsic motivation. Whereas the experimental group received same tips with importance and use of extrinsic motivation. When the subjects were engaged in demonstration it was found that the experimental group, though not perfect in language competence, produced better results than the controlled group which fumbled, got confused and used first language when stuck. The study suggests that during all types of in-service training programs special sessions must arranged on the role and benefits of extrinsic motivation to be realized as an andragogical approach.