Takako Moroi, Ed.D.
Abstract
This article presents a reflective framework for enhancing student motivation through instructional design using the MUSIC model of motivation (Jones, 2009, 2018). Drawing on findings from a qualitative study of 10 experienced English language instructors in Japan, the article highlights how structured reflection around the five components of the MUSIC model—empowerment, usefulness, success, interest, and caring—can support both pedagogical insight and professional growth. An unexpected finding from the study was that participants found the interview process itself to be a valuable opportunity for instructional reflection. Using excerpts from instructor interviews, the article illustrates how reflection guided by the MUSIC model helped participants identify strengths, uncover gaps, and reframe their motivational practices. The article also explores how the framework can be applied in faculty development settings, encouraging instructors to consider the model as a reflective scaffold rather than a prescriptive checklist. The aim is to bridge theory and practice by offering a practical, research-informed tool for supporting motivation in diverse teaching contexts.
Recommended Citation
Moroi, T. (2025). Designing for student motivation: A reflective framework for instructors. Midwest Journal of Education, 2(2). https://doi.org/10.69670/mje.2.2.6
DOI
Corresponding Author
Takako Moroi, Assistant Professor, Bunkyo Gakuin University, 1-19-1, Mukogaoka, Bunkyoku,113-8668, Tokyo, Japan
Email: [email protected]