English for specific purposes teachers’ beliefs about their motivational practices and student motivation at a Chinese university

Xiaowan Yang,Mark Wyatt

doi:10.14746/ssllt.2021.11.1.3

Abstract

While it is increasingly recognized that teachers have a crucial role to play in motivating learners, language teacher cognition research that focuses on beliefs about second language (L2) learner motivation and motivational practices is still rare, particularly in English for specific purposes (ESP) settings in Asia. Furthermore, much of what is available does not employ stimulated recall interviews to facilitate a comparison of espoused beliefs elicited beforehand, observed classroom practices and situated cognitions. We have employed such methodology in an under-researched ESP setting in China, to gain insights into the influence of culture and context on teacher beliefs and behavior. Our qualitative case study of three Chinese ESP teachers highlights harmony and tensions between espoused beliefs regarding student motivation and the teacher’s motivational role, and motivational practices, this harmony/disharmony being likely to impact these teachers’ self-determination. It considers possible reasons for identified tensions, including limited professional development opportunities in ESP, apparently dated knowledge of L2 motivation theory, deeply embedded Confucian values and an entrenched assessment culture. Findings suggest the need for awareness-raising and mentoring activities designed to support cognitive harmony regarding motivation and motivational practices amongst ESP teachers.

Highlights

While the understanding of both second language (L2) learner motivation and teachers’ motivational practices has developed considerably in English language teaching (ELT) in recent decades (Lamb, 2017), there has been less focus on these issues in the English for specific purposes (ESP) literature, even though motivation is important in the latter field
We review the literature on language teachers’ espoused beliefs regarding L2 learner motivation and their motivational classroom practices, and consider the roles played by the ESP context and local culture in shaping teachers’ beliefs
Li reported that motivation was “definitely” the most important factor that contributed to language learning success

Summary

Introduction

While the understanding of both second language (L2) learner motivation and teachers’ motivational practices has developed considerably in English language teaching (ELT) in recent decades (Lamb, 2017), there has been less focus on these issues in the English for specific purposes (ESP) literature, even though motivation is important in the latter field. We explore language teachers’ beliefs about motivation and motivational practices in an ESP learning environment in China This is a national context where there is still pressure on teachers to adopt Western ideas and methods related to ELT, even though these ideas and methods may not always fit cultural norms and contextual realities (Butler, 2011). While the relationships are always likely to be highly complex (Bastürkmen, 2012), relative harmony between beliefs about L2 learner motivation and motivational practices seems likely to support psychological well-being in self-determined teachers (Deci & Ryan, 1985) We explore this issue in an under-researched ESP university context in China, focusing on three teachers in a qualitative case study (Stake, 1995) for insights into

Results

Discussion

Conclusion