Abstract
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.
Highlights
1.1 Significance of the Problem and Research QuestionsIn English as a second language learning, motivation has been found to play a key role in engaging learners in activities inside and outside the classroom and promoting achievements (e.g. Bernaus, Wilson, & Gardner, 2009; Masgoret & Gardner, 2003; Ng & Ng, 2015)
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
The factors that might have affected the teachers’ choices in how to motivate the students, i.e. teacher beliefs and contextual factors were examined (Hornstra et al, 2015; Yu, Chen, Levesque-Bristol, & Vansteenkiste, 2018).Two research questions were explored in this article: 1) What motivational strategies are applied by EFL teachers in Northwest China?
Summary
1.1 Significance of the Problem and Research QuestionsIn English as a second language learning, motivation has been found to play a key role in engaging learners in activities inside and outside the classroom and promoting achievements (e.g. Bernaus, Wilson, & Gardner, 2009; Masgoret & Gardner, 2003; Ng & Ng, 2015). This case study was conducted to explore how English teachers motivated students in Northwest China region, where English language teaching development was slower (Jun, 2016) and student motivational level was relatively lower (You & Dörnyei, 2014) than some other areas in People’s Republic of China. The factors that might have affected the teachers’ choices in how to motivate the students, i.e. teacher beliefs and contextual factors were examined (Hornstra et al, 2015; Yu, Chen, Levesque-Bristol, & Vansteenkiste, 2018).Two research questions were explored in this article: 1) What motivational strategies are applied by EFL teachers in Northwest China?. 2) What factors affect teachers’ motivational strategies in the classroom?
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