The feasibility of motivational strategies in language classrooms: A tentative teacher-oriented definition

2021 ◽  
Vol 106 ◽  
pp. 103470
Author(s):  
Tim S.O. Lee ◽  
Daniel H.Y. Pun
Keyword(s):  
Motivational Strategies ◽  
Language Classrooms

Motivating Learners, Motivating Teachers

2021 ◽  
Author(s):  
Zoltan Dörnyei ◽  
Magdalena Kubanyiova
Keyword(s):  
Foreign Language ◽  
Learning Environments ◽  
Transformational Leaders ◽  
Motivation To Learn ◽  
Motivational Strategies ◽  
New Approach ◽  
Teacher Enthusiasm ◽  
Language Classrooms ◽  
Mind's Eye ◽  
Selection Of

This volume presents a new approach to motivation that focuses on the concept of 'vision'. Drawing on visualisation research in sports, psychology and education, the authors describe powerful ways by which imagining future scenarios in one's mind's eye can promote motivation to learn a foreign language. The book offers a rich selection of motivational strategies that can help students to 'see' themselves as potentially competent language users, to experience the value of knowing a foreign language in their own lives and, ultimately, to invest effort into learning it. Transformational leaders' vision for change is one of the prerequisites of turning language classrooms into motivating learning environments, and the second part of the book therefore focuses on how to ignite language teacher enthusiasm, how to re-kindle it when it may be waning and how to guard it when it is under threat.

Motivational strategies in Chinese language classrooms: A comparative study of novice and experienced teachers

2020 ◽  
Vol 6 (2) ◽  
pp. 197-214
Author(s):  
Hongyang Shi ◽  
Tianmiao Wang
Keyword(s):  
Language Learners ◽  
Cultural Context ◽  
Classical Model ◽  
Mainland China ◽  
Language Teachers ◽  
Experienced Teachers ◽  
Motivational Strategies ◽  
Structured Interviews ◽  
Teaching Objectives ◽  
Language Classrooms

Abstract Plenty of research in applied linguistics has confirmed that language teachers’ motivational strategies are playing a crucial role in relation to the learning motivation of their students. While previous research on motivational strategies has focused almost exclusively on teaching English as an international language (TESOL), this paper seeks to explore what motivational strategies are used by teachers of Chinese as a second language (CSL), and how their use differs between novice and experienced teachers in the Chinese cultural context in mainland China. The study was carried out in four Beijing universities with 90 novice and 85 experienced CSL teachers. The research instrument was adapted from the classical model developed by Dörnyei, Zoltán, & Kata Csizér. 1998. Ten Commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2(3). 203–229. Participants were asked to rate the motivational strategies in terms of their perceived importance and the frequency by which they implemented them in their teaching practices. Following this, six participants also took part in semi-structured interviews. The findings of the study reveal a significant relationship between teachers’ preferences of motivational strategies and their cultural background, teaching objectives and the teaching contexts. Results also show a remarkable difference in motivational strategies between novice and experienced teachers at both macro and individual levels. The study suggests a few interpretations of the results and several implications for CSL teacher’s professional development based on its findings.

scholarly journals An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers

2019 ◽  
Vol 12 (11) ◽  
pp. 47
Author(s):  
Xiaosu Chen ◽  
Jutarat Vibulphol
Keyword(s):  
Teacher Beliefs ◽  
Contextual Factors ◽  
Northwest China ◽  
Psychological Needs ◽  
Effective Teacher ◽  
Motivational Strategies ◽  
Coding Method ◽  
Language Classrooms ◽  
Teacher Professional

Based on Self-determination theory, learners’ motivation can be enhanced when the psychological needs—competence, autonomy, and relatedness—are satisfied (Ryan & Deci, 2017). In English as a second language classrooms, teachers can play an important role in this; however, their motivational strategies may be influenced by their beliefs and contextual factors (Hornstra, Mansfield, van der Veen, Peetsma, & Volman, 2015). In this case study, six EFL classrooms in a public school in Northwest China were observed over the period of five weeks. The teachers were interviewed after each observation and at the end of the observation period to explore the relationships among factors that may affect the teachers’ use of motivational strategies, namely teacher beliefs and pressure from “above” and from “below”. The data were analyzed qualitatively using the coding method. The findings revealed a discrepancy between teacher beliefs and motivational practices. All of the teachers regularly exercised controlling strategies regardless of their beliefs in the value of motivation. Nevertheless, relationships between motivational practices and contextual factors were found. These findings suggest the needs for effective teacher professional development on the use of motivational strategies to enhance intrinsic motivation.

scholarly journals Assessing English Language Teachers’ Awareness and Implementation of Motivational Strategies in EFL Class: Chilalo and Tokuma High Schools in Oromia Region Arsi Zone in Focus, Ethiopia

2017 ◽  
Vol 5 (3) ◽  
pp. 203
Author(s):  
Habib Beshir
Keyword(s):  
High Schools ◽  
Learning Environment ◽  
English Language ◽  
Language Teachers ◽  
Target Language ◽  
Motivational Strategies ◽  
Language Classrooms ◽  
Arsi Zone ◽  
English Language Teachers ◽  
Teaching Learning

The main objective of this study was to assess the selected Ethiopian high schools English language teachers awareness and implementation of motivational strategies in EFL (English as a Foreign Language) classrooms. Relevant data were collected from two conveniently sampled high schools: Chilalo and Tokkummaa high schools. The tools used to collect data were questionnaire, interview, and observation. 419 students who were enrolled in the aforementioned high schools in 2018 filled out questionnaire. Interview with eleven purposively sampled English language teachers under the study area and classroom observation were also employed. Then the data gathered through questionnaire were analyzed using descriptive statistics in the form percentage and, mean and later interpreted. The data obtained though interview and observation were analyzed qualitatively through emerging trends. The result of this study revealed that, Grade nine English language teachers under the study area have good level of awareness regarding the motivational strategies. They believe that motivational strategies enhance the teachers to motivate students towards the target language and make the teaching-learning environment stimulating. However, although English language teachers under the study area have good awareness concerning the role of motivation in language teaching, the motivational strategies are not being implemented satisfactorily. Thus, English language teachers under the study area should implement motivational strategies in EFL class. Therefore, it would be possible to produce competent professionals and alleviate problems pertaining to teaching-learning environment of all Ethiopian state high schools in general and the selected high schools in particular.   

scholarly journals Students’ Motivation and Learning and Teachers’ Motivational Strategies in English Classrooms in Thailand

2016 ◽  
Vol 9 (4) ◽  
pp. 64 ◽  
Author(s):  
Jutarat Vibulphol
Keyword(s):  
Autonomy Support ◽  
English Language ◽  
Second Language Learners ◽  
Motivational Strategies ◽  
High Performing ◽  
English Classrooms ◽  
Language Classrooms ◽  
High Level ◽  
Level Of Motivation ◽  
Motivation And Learning

<p>This research aimed to investigate second language learners’ motivation and learning of English and the ways in which the teachers supported the students’ motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve English language classrooms around Thailand. In addition, each lesson was observed by two observers. The data were triangulated and used to describe the students’ motivation and learning and the teacher’s motivational strategies in each class. The findings showed that most students had a relatively high level of motivation and many reported having internal interests in learning English; however, the level of learning was not assessed to be as high. Furthermore, a few students in almost every class showed a lack of motivation. The teachers were found to employ a variety of motivational strategies, including autonomy-support and controlling styles. While autonomy controlling strategies were commonly used in these classes, autonomy-support strategies were found only in highly motivated and high performing classrooms. The findings from this study suggest the use of strategies that do not only initialize but also nurture students’ internal motivation in order to enhance sustainable learning of English in and outside the classroom; therefore, research on how motivation theories are deployed in teacher education programs should be further undertaken.</p>

An Approach to Mainstreaming Language-Disabled Children in the Elementary School

1978 ◽  
Vol 9 (1) ◽  
pp. 17-23
Author(s):  
Karen Navratil ◽  
Margie Petrasek
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Oral Language ◽  
School Age Children ◽  
Montgomery County ◽  
Elementary School Age ◽  
Language Classrooms ◽  
Language Pathology ◽  
General Goal ◽  
Resource Program

In 1972 a program was developed in Montgomery County Public Schools, Maryland, to provide daily resource remediation to elementary school-age children with language handicaps. In accord with the Maryland’s guidelines for language and speech disabilities, the general goal of the program was to provide remediation that enabled children with language problems to increase their abilities in the comprehension or production of oral language. Although self-contained language classrooms and itinerant speech-language pathology programs existed, the resource program was designed to fill a gap in the continuum of services provided by the speech and language department.

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