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The use of motivational strategies in the secondary EFL setting in Taiwan: teacher and student perspectives
Chen, Chun Ling
Huang, Shu Chen
Chen, Chun Ling
|Issue Date:||2013-09-04 14:55:36 (UTC+8)|
The purpose of the present study is to find out the use of motivational strategies in secondary EFL settings in Taiwan. Questionnaires were sent to inquire teachers’ reported use and students’ perception of such use of motivational strategies. Few studies have included questionnaire results from both students and teachers. The present study elicited answers from both parties to find out which motivational strategies were frequently used by teachers and which were perceived by learners in the foreign language classroom. Another purpose is to collect data from students about their opinion on the importance of various motivational strategies used in the classroom. The number of teacher sample is 135, and the number of students is 216. Besides, ten classroom observations were conducted by the researcher in order to complement self-reported questionnaire data.
The results of this study revealed that students and teachers generally agree on which motivational strategies were frequently used in class. The rank order of teachers and students were almost the same. The top ones, in the order of frequency, were proper teacher behavior, recognizing students’ effort, presenting tasks properly, promoting learners’ self-confidence, and creating a pleasant classroom climate. However, the frequency as reported by teachers and stated by students was very different. The data collected from teachers and students was examined by performing an independent sample t-test, and the result indicated that difference between them was statistically significant. Teachers reported that they frequently used the strategies, but students didn’t experience those strategies as frequently as teachers reported using. In the data collected from classroom observation, the most observable and frequently used strategies were: presenting tasks properly, providing feedback, teacher behavior, promoting learner autonomy, and promoting L2-related values. The fact that these domains appeared to be more prominent in the observation data may probably be associated with the nature of their being more observable.
In addition, the result from the student questionnaire asking about students’ expectation toward the motivational strategies also indicated that students’ perceived importance of them was different from teachers’ reported frequency of use. The rank-order of the ten clusters of students’ expectation were: promoting learner autonomy, creating a pleasant classroom climate, recognizing students’ effort, proper teacher behavior, and promoting learners’ self-confidence. As to the conceptual domain of “promoting learning autonomy”, it is viewed very differently by teachers and students. Teachers put this one on the last place, but students regarded this domain as the most effective strategy in promoting their motivation toward language learning.
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