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Teacher Motivational Strategies for EFL Learners: For Better or Worse

Title
Teacher Motivational Strategies for EFL Learners: For Better or Worse
Author
전유아
Keywords
Motivational strategies; ARCS model; classroom-based motivation; L2 proficiency; motive matching
Issue Date
2020-03
Publisher
SAGE PUBLICATIONS LTD
Citation
RELC Journal, article no. 0033688219900812
Abstract
This study examines how English as a Foreign Language (EFL) teachers’ motivational practice affects learners based on a motivational design for learning and performance, the Attention, Relevance, Confidence, Satisfaction (ARCS) model of motivation. There was also an examination of how learners’ perceptions of teachers’ motivational practices were contributing to learners’ L2 proficiency. A total of 242 high school EFL learners completed questionnaires on their teachers’ motivational practice, and 12 of the learners’ teachers completed complementary questionnaires to indicate their use of motivational tactics or strategies. One-to-one interviews with eight learners were additionally conducted. Results indicated that the learners were underutilizing the motivational strategies (MS) that their teachers claimed to use. On the other hand, teachers’ attention-getting strategies and confidence-building strategies were significant predictors of learners’ language proficiency. Interview data revealed that the learners’ underutilization of teachers’ motivational practices was due to problems in lack of MS variability, motive mismatching, and natural consequences. Although teacher’s use of MS is generally believed to enhance learners’ motivation, the findings provide empirical evidence on how MS need to be implemented to accommodate learners’ vocational aspirations, and support classroom climates that can promote communicative language teaching practices.
URI
https://journals.sagepub.com/doi/10.1177/0033688219900812https://repository.hanyang.ac.kr/handle/20.500.11754/162034
ISSN
0033-6882; 1745-526X
DOI
10.1177/0033688219900812
Appears in Collections:
COLLEGE OF EDUCATION[S](사범대학) > ENGLISH LANGUAGE EDUCATION(영어교육과) > Articles
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