A Classroom-Oriented Exploration of Rural High School Teacher’s Motivational Practice on Student Motivation

Abstract

This study offers an insight into teachers’ use of motivational strategies in the context of English learning in Taiwan’s rural high schools and also rural students’ self-reported levels of motivation. It is generally believed that teachers’ use of motivational strategies can have an impact on student motivation, especially in rural schools where teachers are usually highly influential in EFL learning. However, only a few empirical studies support this contention. This study examines the connection between teachers’ use of motivational teaching practices and observed students’ motivated behavior in rural junior high schools in Taiwan. Twelve classes in five rural junior high schools were observed using a classroom observation instrument alongside a self-reporting questionnaire. Data collected from the observation scheme follows a real-time coding principle to examine teacher motivational practice and learner motivated behaviors. The findings indicate, firstly, that teachers’ motivational strategies are associated with their students’ motivated behaviors and that, secondly, they are not significantly related to students’ self-reported motivational states. Thirdly, the findings suggest a need for teachers and educational authorities to enhance and sustain student motivation regarding both English learning in rural schools and the importance of additional teacher training in relation to motivational practice.