Use Of Motivational Strategies Research Articles

Intervención de la motivación docente en el logro de los objetivos de aprendizaje: Percepción de los docentes

Maintaining a conducive classroom environment and achieving the desired outcomes in students are among the many challenges inherent to teaching practice. This study sought to update the perspectives of a group of educators on the design of an engaging, modern, and innovative teaching framework, with a focus on effective strategies and techniques for fostering sound academic practices and motivation. The research employed a mixed-method approach, combining qualitative and quantitative methods within a bibliographic, descriptive, and non-experimental framework. The study involved the participation of 25 teachers from an educational institution, who voluntarily completed a questionnaire via a Google Forms link. The questionnaire aimed to assess the degree of motivation, which was evaluated across the following dimensions: creativity, student-teacher relationships, resilience, and persistence. The results indicated that teachers perceive a positive correlation between knowledge, motivation, and effective teaching practices in achieving learning objectives. Additionally, the findings highlight the recognition of teachers' attitudes toward their teaching role and the ongoing improvement of their pedagogical approaches. Finally, a discussion is presented on the use of motivational strategies and the challenges present in the academic context that impede their implementation, emphasizing the importance of fostering greater student engagement.

Using Motivational Strategies in a Business English Course: An English Teacher in the Context of English for Specific Purposes

This study used a qualitative method to explore a teacher’s use of motivational strategies in an English for specific purposes (ESP) course and students’ perceptions. An English teacher in a business English class and her 32 students were recruited. The class was observed three times: at the beginning, in the middle, and at the end of the course. Two semi-structured interviews with the teacher were conducted: one before classroom observation, and the other after observation. Interviews with the students were conducted after each classroom observation. The teacher used seven motivational strategies to create a supportive and relaxed classroom atmosphere, and five strategies to facilitate students’ language learning. Most students’ perceptions of the teacher’s use of motivational strategies were positive. However, the students perceived a gap between their expectations for the course and their experiences. Finally, the article concludes by offering insights into the implications and constraints related to pedagogy.

STATISTIČKA ANALIZA POVEZANOSTI IZMEĐU UPOTREBE MOTIVACIONIH STRATEGIJA PODUČAVANjA I DRUGIH FAKTORA KOD NASTAVNIKA ENGLESKOG JEZIKA KAO STRANOG

This paper presents the findings of the research which attempted to analyse the frequency of EFL teachers’ motivational strategies use. The research also evaluated which factors may be related to the use of strategies. It was discovered that professional development of EFL teachers, especially its informal type, is connected to the use of motivational teaching strategies. Place of employment also showed connections to strategies. Lastly, teachers’ age and level of education were not proven as significant factors in the use of motivational teaching strategies. With that in mind, this research could serve as motivation for teachers to develop themselves professionally, in order to better their teaching practice. Additional research is re- quired in order to fully comprehend the relationship between motivational strategy use and student motivation and learning outcomes

EFL TEACHERS’ USE OF MOTIVATIONAL STRATEGIES IN TEACHING VSTEP SPEAKING TO STUDENTS LEARNING TO REACH LEVEL 3 OF VSTEP (B1) AND FACTORS INFLUENCING THEIR PRACTICES

Motivation plays a vital role in English language teaching and learning, especially in the development of speaking skills. This study, therefore, aims to examine teachers' use of motivational strategies (MS) in teaching VSTEP speaking to students learning to reach level 3 of VSTEP (B1) and the factors influencing their practices. Data were collected through observations and questionnaires with two and 54 teachers respectively. The findings reveal that teachers in the private sector demonstrated a range of motivational strategies in teaching VSTEP speaking to students who aspired to reach Level 3 (B1) in VSTEP. This study also reports five factors influencing the use of MS including teacher-related, student-related, school-related, MS-related and testing factors. This study contributes to the understanding of EFL teachers' use of motivational strategies in teaching speaking skills within the context of VSTEP Level 3 (B1). The findings offer insightful views for teachers and administrators, informing the development of effective teaching practices that foster motivation and enhance English language proficiency.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0056/a.php" alt="Hit counter" /></p>

The Expert English Teachers’ Use of Motivational Strategy and Learning Styles for Teaching Young English Learners

Objectives The aim of the current study is to analyze the expert English teachers’ use of motivational strategy and learning styles to suggest an effective teaching model for teaching English to young learners.
 Methods The teaching video clips of 7 expert teachers were randomly chosen for analysis from the EBS program titled, “The Best English Teachers”. Then Keller’s ARCS model (1987; 1994; 2010) was used as the framework to capture the motivational strategy use. In addition, Dunn & Dunn’s learning style model (1992; 1999) was adopted as the tool for analyzing how the expert teachers accommodated the students’ different learning styles.
 Results The result showed that the expert teachers made good use of ARCS motivational strategies. Consequently, the students were able to stay focused throughout the lesson, find the learning relevant to them, gain confidence in English, and feel satisfied with the lesson. Moreover, the expert teachers employed diverse tasks, satisfying the learners’ wide range of learning styles and preferences.
 Conclusions The findings of the study can be applied to developing English teaching programs specifically designed for young learners. Moreover, the suggested teaching model can serve as a useful guide, particularly for novice teachers who want to motivate and engage young English learners in the classroom.

Teachers' use of motivational strategies in the synchronous online environment: A self-determination theory perspective.

With the development of synchronous videoconferencing technology, research on the professional practices of synchronous online teaching has been growing at an exponential rate. However, little is known about synchronous online teachers' use of motivational strategies, despite the important role of teachers in fostering student motivation. To address this gap, this mixed-methods study examined how synchronous online teachers utilized motivational strategies and explored the influence of the synchronous online environment on the use of motivational strategies. As an analytical framework, we drew ontheneed-supportive teaching principlesof the self-determination theory, which present three types of motivational strategies: involvement, structure, and autonomy-support. The quantitative analysis of survey results collected from language teachers (N = 72) revealed the perception that autonomy-support and structure were relatively well suited to the online environment while involvement was difficult to implement. The qualitative analysis of follow-up interviews (N = 10) elucidated how the online environment influenced theteachers' use of each strategy while producing a new framework and specific strategy lists that may be applicable to synchronous online teaching. This study presents important theoretical implications regarding the application of self-determination theory in online education, while also providing practical implications for synchronous online teacher preparation and professional development.

English as a foreign language learners' strategy awareness across proficiency levels from the perspective of self-regulated learning metafactors.

The previous three decades have seen a growing body of research into language learners’ self-regulated learning (SRL), language learning strategy (LLS) use, and their possible effects on proficiency. This study thus provides insights into the relationship between elementary and low intermediate learners’ perceptions of their self-regulated strategy use in English as a foreign language (EFL) and their attitude to English in relation to their proficiency level. Nine hundred and sixty-six higher proficiency students and 399 lower proficiency students in Year 8 participated in the research. A revised Self-Regulated Foreign Language Learning Strategy Questionnaire (SRFLLSQ), a version of Oxford’s Strategy Inventory for Language Learning (SILL), was completed by the participants. Our findings shed light on higher proficiency learners’ significantly higher level of strategy use. Learners at higher levels relied more strongly on their metacognitive strategies, such as planning, organizing and monitoring their cognitive processes. Our analysis also showed a high correlation between the different factors of metastrategy use (metacognitive, meta-affective, metasocial, and metamotivational) and cognitive, affective, social, and motivational strategy use in relation to attitude and proficiency. A path analysis also reinforced our assumption that metafactors significantly determine learners’ proficiency across strategy use and attitude in both higher and lower-level students. The positive contribution of the metastrategies on their corresponding regulated strategy fields appeared to be robust, thus underlining recent LLS research that emphasizes the role of metafactors in the language learning process.

Teachers’ Use of Motivational Strategies in the EFL Classroom: A Study of Hungarian High Schools

The present study investigates English as a Foreign Language (EFL) teachers’ use of motivational strategies (MS) in Hungarian high schools. It also seeks to identify whether students recognize these strategies. Keller’s (2010) motivational model was employed through the instructional materials motivational survey (IMMS) questionnaire that was translated into Hungarian. A population of 117 Hungarian high school students from grades 9 to 12 filled out questionnaires on their teachers’ use of MS, and 62 high school teachers completed the same questionnaire to report their MS. Classroom observa- tions were also conducted following the Motivational Orientation of Language Teaching (MOLT) scheme proposed by Guilloteaux and Dörnyei (2008). For each grade, face-to-face and online classes were observed. Quantitative and qualitative methods were used to process the data. The results show that teachers’ mean scores for all the ARCS categories were higher than those of students, with significant differences between students’ and teachers’ views on attention and relevance. Teachers reported using satisfaction-generating strategies most often, while the observation results indicated that the most frequently used strategy was attention. Students’ grades had no correlation with students’ perception of the use of MS, which might be due to the homogeneity of the sample selected.

Examining the regulation of motivational and comprehension-related problems during collaborative learning

To be able to collaborate effectively and efficiently has been described as a complex and crucial twenty-first century skill. During collaboration, however, a variety of problems may emerge that require groups to engage in effective regulation processes, which is a complex task in itself. Up to now, little is known about (a) what types of strategies learners of such groups typically apply to regulate their learning, and (b) on which social levels (self vs. co vs. shared-level) they apply these strategies to account for different kinds of problems that may surface during collaboration. To address these questions, we developed four case vignettes that described a study group during exam preparation, in which problems were systematically varied in a 2 × 2 within-subjects design (present vs. absent motivational or comprehension-related problems). Using an open-ended format, N = 278 students were asked to describe (a) the strategies they would apply, and (b) the social levels at which they would apply these strategies in each of the four problem situations. Answers were coded and quantified by aid of an in-depth, theory-based coding scheme. Results showed that students react to motivational problems with more motivational but less cognitive strategies and to comprehension-related problems with more cognitive, but a similarly high use of motivational strategies. Thus, students seem to tackle motivational problems in a more problem-sensitive way than comprehension-related problems – a finding which was found also across social levels. These findings bear important implications for process-related research on social regulation and for the design of interventions.

The Upshot of L2 Instructors’ Motivational Strategies in South Indian Technical Classroom Milieu during COVID-19

Motivation is an inevitable factor in Second Language (L2) learning and teaching; moreover, various motivational strategies are involved in this factor. In the teaching-learning process, motivational strategies are paramount to robust the attainment of L2 learners and instructors. This study aims to investigate the use of motivational strategies given by the L2 instructors in technical classrooms (online) during the COVID-19 pandemic. A simple random sampling method is used to collect data amongst 159 L2 instructors in South India. The questionnaire with a five-point Likert scale was used to collect the responses from the informants. The collected data were analyzed using mean, standard deviation, internal reliability, and correlation. The study results revealed that various motivational strategies are not carried out meritoriously in an online class. Therefore, notable changes have occurred in the use of strategies in the virtual classroom. Stakeholders could utilize the strategies effectively and support the instructors’ community for balanced growth.

Relationship between Specialization of Teaching Subject and Teaching Experiences with Teacher’s Motivational Strategies

Motivational strategies refer to the approaches taken by teachers in determining and maintaining students’ motivation in the teaching process. Teachers play a key role in determining the direction of students’ motivation in their classrooms. This quantitative pilot study employed survey research design to provide preliminary evidence on the types of motivational strategies used in teaching the English Language. The study also aimed to identify whether there is a relationship between teacher’s specialization and length of teaching experience with teacher’s use of motivational strategies. A total of 33 Primary School English Committee Leaders were selected through simple random sampling. The study instrument was adopted from the Motivational Strategies Questionnaires. Data analysed using SPSS version 26, showed that “appropriate teacher behavior” was the most frequent used strategy, while “encouraging students’ autonomy” was the least used motivational strategy. Meanwhile, correlation analysis showed that there was no significant relationship between teachers’ specialization and length of teaching experience with teachers’ motivational strategies. The implications of this study are important for the teacher training department where consideration on the motivational strategy approach used by teachers need to be incorporated in the training they organise.

From teacher to teacher-researcher: A narrative inquiry into a language teacher becoming an agent of motivational strategies

ABSTRACT This article reports on a case study of Miho, a Japanese high school teacher, exploring her efforts to bridge research and practice in her use of motivational strategies. Drawing on Emirbayer and Mische’s conceptualisation of agency and Connelly and Clandinin’s theorisation on teachers’ personal knowledge, the study examined how this language teacher-researcher developed her agency as she strove to integrate motivation strategy research into teaching practice. The narratives of Miho’s experience were gathered over three phases: (1) an enrolment phase; (2) a retrospective phase/the follow-up retrospective phase; and (3) an overview phase. The analysis of the collected data focused on Miho’s experience of becoming an agent of using motivational strategies. The findings suggest that the more experience she accumulated through trial-and-error use of motivational strategies in different educational contexts, the better she became at absorbing what she had learned from her research engagement, and the better she found herself able to make full use of strategies learnt in the classroom.

Use of Motivational Strategies in Teaching-Learning Process Among Nurse Educators in Nursing Programmes in Selected States of the South-East, Nigeria

This is a descriptive cross-sectional study that determined the use of motivational strategies in teaching-learning process among Nurse Educators in nursing programmes in selected states of the Southeast, Nigeria. Population for the study was 112 nurse educators in Schools and Departments of nursing in the Southeast Nigeria. Investigators’-developed questionnaire was used for data collection. The instrument was validated for contents and tested for internal consistency through a pilot test and data generated were analyzed using Crombach’s Alpha which yielded reliability index of 0.813. Ethical approval from the Research and Ethics Committee of Nnamdi Azikiwe University Teaching Hospital, Anambra State. Data generation was through one-on-one administration of the instrument to the participants. Statistical hypotheses were tested using one-way ANOVA at Confidence Interval of 95%. Study revealed that 97.2% of the Nurse Educators apply motivational strategies inteaching-learning process out of which 96.1% indicated “developing lessons that engage students in learning”. Majority of them (94.2%) indicated “establishing an environment that is safe from physical and emotional harm”. Study showed that “supporting learning and future goals” were indicated by the Nurse Educators (x=3.59, SD=0.52) as a key approach to the application of motivational strategies. Study also revealed that there was no significant difference in the use of motivational strategies between male and female Nurse Educators (t_(105,.025)=.366, p>.05). Further still, there is no significant difference in the use of motivational strategies when analyzed according to teaching experience (F=1.034, p>.05). The researchers recommend full participation of the Nurse Educators at the point of selection of prospective nursing students to ensure that the best brains with readiness to learn are admitted into nursing programme.

The different use of motivational strategies by two teachers with different teaching professionalism

The different use of motivational strategies by two teachers with different teaching professionalism

Exploring motivational strategies in higher education: Student and instructor perceptions

This study offers cross-cultural validity of motivational strategies, as well as reliability and validity measures of an adapted questionnaire in a new context. Foreign/second language (L2) learning motivation has long been demonstrated to have a substantial impact on second language acquisition; L2 teachers play a major role in learner motivation with their use of motivational strategies in classes (Dornyei, 2001; Dornyei & Kubanyiova, 2014). Motivational strategies vary in their effectiveness and appropriateness in different EFL contexts (e.g., Dornyei, 2001; Guilloteaux & Dornyei, 2008). There is little research, however, in combining the theory and practice in motivation research; in other words, there are few studies that examine motivational strategy research in conjunction with the L2 Motivational Self System (L2MSS). To fill this gap, the current study examined college EFL instructors’ motivational teaching practices, informed by the ideal L2 self guide in Turkey, from both instructors and students’ perspectives. Quantitative data were collected via a motivational strategies questionnaire that was created and validated specifically for this study – Teachers’ Use of Motivational Strategies Scale (TUMSS). Descriptive statistics, independent samples t-tests, and an exploratory factor analysis (EFA) were conducted to analyze the data (N= 454). Results indicated that instructors frequently used a variety of motivation-enhancing strategies; group comparisons of perceptions and EFA results via the three latent variables raised some important issues; independent samples t-tests indicated a statistically significant group difference for the strategies in Factor 3, those related to the ideal L2 self, while showing no difference for the other two factors. Pedagogical implementations are discussed.

What makes them the best English teachers? An analysis of the motivational strategy use based on ARCS model

A good English teacher can be defined as a motivator in learning English. The present study investigated how often and in what ways the best English teachers utilized motivational strategies in their classrooms by using Keller’s attention, relevance, confidence, satisfaction (ARCS) model as a framework for the analysis. The teaching clips from “The Best English Teachers” produced by EBS (Educational Broadcasting System) were observed. At the same time, a frequency count was made on the use of ARCS motivational strategy by the twelve best English teachers. Even though their strategy uses were heavily concentrated on attention strategies (n = 354), other strategies (satisfaction: n = 149; confidence: n = 144; relevance: n = 131) were also effectively utilized. In addition, the Friedman test showed well-balanced use of ARCS strategies of the best English teachers in beginning, during, and closing phase of instruction. Suggestions were made for EFL teacher education based on the findings.

Increasing the effectiveness of teaching L2 formulaic sequences through motivational strategies and mental imagery: A classroom experiment

The present study employed a mixed methods quasi-experimental design to investigate the effectiveness of applying motivational strategies and mental imagery (i.e. visionary techniques) to facilitate second language (L2) vocabulary learning. Four treatment sessions were integrated into a six-week language course offered to 150 intermediate students in nine classes of English as a foreign language (EFL), which were divided into three groups: motivational group, visionary group and control group. The target language items involved 56 formulaic sequences, and the outcome was assessed by a multiple-choice vocabulary test. The quantitative results were accompanied by qualitative data, aimed at gaining a deeper understanding of the test results. The findings revealed that both motivational strategies and visionary techniques proved effective in increasing the students’ ability to recognize the form of the target sequences, and that the visionary condition was superior to the use of motivational strategies. The benefits of the deeper engagement level associated with mental imagery were corroborated by a delayed posttest. The article concludes with a theoretical discussion of the benefits of visualisation in vocabulary acquisition.

Studies of Teacher Motivation in TEFL/TESL contexts; Review of Iraqi Kurdistan Context

This paper outlines the studies on motivation in TESL/TEFL contexts and motivational strategies for teachers. Also the definition on motivation and development of motivation will be discussed. It aims to shed light on a study which was conducted on the teacher motivation and the use of motivational strategies by English as foreign language teachers in Iraqi Kurdistan as an example. In the last part of the paper appropriate suggestions and recommendations will be given.

How is Students’ Motivation Enhanced in English Classrooms in Unstable Socio-political Contexts?

<p>In a situation where life is insecure and the future seems to hang by a thread, motivating students to learn a second language that has no immediate need in their daily lives could be challenging. This article explores the motivation to learn English as a second language of students and the use of motivational strategies of English teachers in one state of Myanmar, which has undergone civil wars for more than seventy years. Sequential explanatory mixed-method research was employed to investigate this complex phenomenon. Questionnaires, classroom observations, and semi-structured interviews were used to collect the data. A pleasantly surprised finding showed that the students could still remain a certain level of motivation to learn English amidst great hardship and fear in everyday life. As for the teachers’ motivational strategies, most that were observed and reported did not tend to support students’ autonomy. The findings lend support to previous studies on the effects of unstable sociopolitical situations on students and teachers and highlight the needs for effective teacher trainings for pre-service and in-service teachers in such areas.</p>

Exploring Motivational Strategies, Outcomes, and Theories within the Career Development Event Preparation Process

Due to the competitive nature of Career Development Events (CDEs), teachers must utilize various instructional and motivational strategies to engage students and encourage student participation. This qualitative intrinsic case study analyzed the motivational practices of a previously successful agriculture education teacher to determine the motivational strategies and the underlining motivational theories utilized during the CDE preparation process. Researchers conducted field observations and interviews during CDE practices. The teacher employed numerous motivational strategies to improve the motivation and preparation of the CDE teams. The teacher’s motivational strategies can be aligned to the theories of self-determination theory (SDT), expectancy-value theory (EVT), goal setting, and mastery goal orientation. Through this analysis, the researchers developed a visual model to align the progress of motivation and preparation, theories, related strategies, and subsequent student outcomes. Teachers should use the findings to reflect on their current CDE motivational practices, determine how their strategies align with the visual model and develop a set of motivational strategies to achieve the desired student outcomes within the CDE preparation process. More research should be conducted to better understand the use of motivational strategies and theories within the CDE preparation process.