Abstract
Purpose: This paper aims to identify the motivation strategies employed by high school English Language teachers in conducting their lessons in English language teaching. It also aims to examine the relationship between the motivation strategies employed by English Language Teachers and the parts of the lesson in which the strategies are used. Approach/Methodology/Design: Descriptive Correlational Design was employed in this study. Purposive sampling was utilized in the study which comprised of eight English teachers of Pag-asa National High School, Philippines. Mean (X) and Pearson-r were used for the interpretation of data. Findings: The results of the study showed that out of forty eight listed motivation strategies only eighteen motivational strategies are performed by the English teachers. Also, motivation strategies directed to promoting learners’ confidence are mostly utilized by the teachers and the different parts of the lesson are associated with the motivational strategies. The study is limited only to identifying the motivational strategies used by the teachers and how these motivational strategies are related to teaching English in Pag-asa National High School. Practical Implications: This study may aid the teachers in understanding whether they employ enough motivational strategies in their classes. Originality/value: The results of this study may be used as a basis in conducting Learning Action Cell (LAC) Sessions among English teachers in terms of managing English classes and using of motivation strategies.
Highlights
Over the past years, motivation has been the focus of a number of studies in language education
The respondents of the study were the eight (8) High School English Language Teachers from Pag-asa National High School (PgNHS) who are in a Regular Permanent type of appointment status as approved by the Department of Education and the Civil Service Commission
The questionnaire was used by Cheng and Dornyei (2007) in their study of the use of motivational strategies in language instruction focusing on the English as Foreign Language (EFL) Teaching in Taiwan
Summary
Motivation has been the focus of a number of studies in language education. Motivation may be described in various ways depending on the context. Gardner (1985) opted to explain motivation by using the question, “Why does an organism behave as it does?” and that motivation involves four aspects which are goal, effortful behaviour, desire to attain the goal, and favourable attitudes toward the activity (p.50). Learning occurs not just inside the classroom. It happens when a person starts to give realization and interpretation to an idea that is unfamiliar to them. Desire to learn is one of the signs that a person is curious to explore the answers to every unfamiliar experience to achieve maturation
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