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Title: 從學生和老師的角度來探討台灣國中英語課室教學中動機策略的應用
The use of motivational strategies in the secondary EFL setting in Taiwan: teacher and student perspectives
Authors: 陳純鈴
Chen, Chun Ling
Contributors: 黃淑真
Huang, Shu Chen
Chen, Chun Ling
Keywords: 動機策略
motivational strategies
EFL setting
teacher's role
learner autonomy
Date: 2011
Issue Date: 2013-09-04 14:55:36 (UTC+8)
Abstract: 本研究之目的在探討台灣國中課室中英語教師動機策略應用的情形,此研究調查學生和老師雙方面對於在課堂中動機策略使用頻率的感知,比較其中差異。很少研究同時參考雙方面的意見,本研究透過問卷的方式詢問老師使用動機策略的頻率,也詢問學生對於相同教師策略使用頻率的感受,目的在找出何種動機策略最常被使用,也最常被學生體驗到。另一個目的是要收集學生對於課室內動機策略的觀點,以瞭解在學生的觀點中,哪些策略可以有效提升他們學習興趣。問卷收集樣本共有老師135人,學生216人。另外,研究者還進行了10堂課的課室觀察,期以觀察所得的資料與師生填寫的問卷資料做對照。
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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