Use Of Motivational Strategies Research Articles

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

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.

Factors Affecting the Teachers’ Use of Motivational Strategies in the Physical Education Class

Factors Affecting the Teachers’ Use of Motivational Strategies in the Physical Education Class

Teachers’ Efficacy, Identity and Motivational Strategies and their Effects on L2 learners’ Achievement

The purpose of this study was to explore the relationship between three teacher-related variables, namely, teaching efficacy, institutional identity and motivational strategy use, with students’ L2 achievement. The study further intended to pinpoint gender differences in each of the aforementioned teacher-related variables. To this end, 120 (60 male and 60 female) EFL teachers took part in the study by completing Teacher Efficacy Scale (Tschannen-Moran & Hoy, 2001), Institutional Identity Scale developed by Azimi (2012), and Motivational Strategy Use Scale developed by Cheng and Dornyei (2007). Furthermore, the final class outcomes of the teachers’ students (n=2045) were collected. The participants were EFL learners and their teachers. The results of Pearson Correlations indicated that there existed significant and positive relationship between the three aforementioned teacher-related variables of EFL teachers and their students’ L2 achievement. The results revealed that EFL teachers’ efficacy, institutional identity and motivational strategy use had a significant and positive relationship with their students’ L2 achievement. A Significant difference was found between the male and female EFL teachers. Also, Motivational strategy use was the strongest predictor of Iranian EFL students’ L2 achievement. Based on the findings of the study, a number of pedagogical implications could be recommended. The findings will provide rational support for proposing that EFL teachers should invest in improving their knowledge of teaching efficacy, institutional identity and motivational strategy use.

An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers

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.

What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective

This study examined the antecedents of teachers’ use of motivational strategies in the classroom using self-determination theory. It was found that teachers’ autonomous causality orientation, perceived job pressure, and perception of student self-determined motivation influenced their need satisfaction. In turn, their need satisfaction had a positive direct impact on autonomous motivation. In addition, teachers’ perception of their students’ self-determined motivation directly predicted teachers’ use of three motivational strategies in the classroom. Finally, their autonomous motivation positively predicted providing instrumental help and support and meaningful rationale, whereas controlled motivation negatively predicted providing instrumental help and support.

Teachers’ Perception of Motivational Strategies in the Language Classroom

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

Teachers’ Perception of Motivational Strategies in the Language Classroom An Empirical Study on Italian FL and L2 Teachers

Motivation can determine success or failure in second language learning process, however there is a limited number of published investigations dedicated to motivational strategies in a European context. The purpose of the present study is to replicate Cheng’s and Dörnyei’s (2007) research to test the validity of their findings in a different cultural milieu. 101 foreign language (FL) and second language (L2) teachers were asked to rate a list of 47 motivational strategies according based on the degree of importance they perceived. In addition, they were also invited to specify how they acquainted with each strategy. The results of the study suggest that, even though the use of motivational strategies is decidedly context-dependent, the prevailing importance of some strategies might be cross-cultural. In particular, strategies related to classroom climate could also be considered as preconditions to employ further strategies. The highest-rated strategies are also indicated as acquired mostly through experience, which highlights the far too little attention that motivational strategies have so far received in education programmes for the formation of language teachers.

The effects of L2 motivational strategies: within and beyond the L2 classroom

ABSTRACT Previous studies have associated L2 teachers’ use of motivational strategies with learners’ motivated behaviours in class such as raised attention and participation. The after-class effects of L2 motivational strategies, in contrast, have drawn less attention. This paper reports a study examining how L2 teachers’ motivational interventions cause changes in learners’ perceived attitudes and behaviours, both within and beyond the L2 classroom. To this end, 84 reflective journals were collected over one semester from 42 tertiary students in Hong Kong enrolled in a range of English courses. The results indicate that reported increases in the use of additional self-learning materials, attempts to put newly acquired English knowledge into practice, efforts to reduce mistakes, and in-class engagement were attributable to L2 teachers’ motivational efforts. This provides evidence that the benefits brought by L2 teachers’ motivational practice can transcend the classroom.

A Qualitative Analysis of Korean Students’ Awareness of Motivational Macro Strategies

Motivation remains a topic of great importance in the field of EFL. Numerous studies have highlighted the linkage between the use of motivational strategies and student achievement in foreign language acquisition. In 2017 a study carried out by Heinz and Kobylinski found significant differences between the ways in which Korean students rated the use of motivational strategies by native English-speaking English teachers and native Korean speaking English teachers. These differences were explored primarily through the use of a 47 question survey utilizing a 5-point Likert scale and some limited qualitative interviews. As the survey provided strategies for comparison, the question arose whether students recalled such differences due to prompting and how a more open-ended investigation might better explain these findings. As such open-ended interviews were carried out with 21 Korean students whose backgrounds were similar to the students in the previous study. The results not only confirmed previous findings but provided considerable context as to why strategy implementation differs between the two groups. The most significant differences described were related to creating a pleasant classroom environment and familiarizing students with L2 related values. Interviewees described a high stress environment within the Korean educational system and suggested that differences between the two groups were more pronounced when native English-speaking English teachers were teaching in an international or American setting.

PREFERENCES FOR MOTIVATIONAL STRATEGIES: A COMPARISON OF STUDENT AND TEACHER PERSPECTIVE IN JAPANESE AS A FOREIGN LANGUAGE (JFL) CLASSROOM IN SRI LANKA

This study was aimed to investigate the teachers’ and students’ preference of motivational strategies employed in motivating students to learn Japanese language in General Certificate of Education (G.C.E) Advanced Level classes in Sri Lanka. The sample consisted of 27 Japanese as a Foreign Language (JFL) teachers and 275 students. An adapted questionnaire with 28 items was used to measure the perception of students and teachers towards using motivational strategies in JFL classroom. Fourteen items in the questionnaire targeted at measuring traditional strategies while the rest of the items measured innovative strategies. Descriptive statistics was used to find out the mean values of both the teachers’ and students’ preference of strategies and to prepare two lists of motivational strategies according to the priority order of rankings rated by teachers and students. The independent samples T-test was applied to determine the significant level of difference between the two groups. The results indicated that both students and teachers agree on the use of motivational strategies to motivate students. Nevertheless, it is statistically evident that students prefer innovative strategies than traditional strategies while teachers prefer both types of strategies equally. The findings revealed that there is a significant difference between these two motivational strategies as perceived by teachers and students. Article visualizations:

Assessing the Use of Motivational Strategies in English Language Instruction: The Case of Lafto Secondary School Grade Nine Students in focus

Assessing the Use of Motivational Strategies in English Language Instruction: The Case of Lafto Secondary School Grade Nine Students in focus

Teachers’ use of motivational strategies: effects of a motivation-oriented professional development course

ABSTRACTDespite the abundance of research on motivation in ELT, teachers’ motivational behaviors have received scant attention in prior research. Therefore, the current study aimed to investigate the effect of a professional development course with a focus on training teachers how to use motivational strategies based on Kellers’ ARCS model on teachers’ use of motivational strategies and additionally to explore likely differences between experienced and inexperienced teachers in their use of motivational strategies. The study further aimed to probe the impact of teachers’ motivational behaviors on student motivation and their perceptions of their teachers’ teaching effectiveness. To this end, 10 teachers and 100 students were conveniently sampled. Data were collected through questionnaires and class observations. The results revealed a significant difference in teachers’ use of motivational strategies before and after the professional development course. Teaching experience, however, did not make any significant difference in teachers’ use of motivational strategies. Additionally, teachers’ use of motivational strategies had an insignificant effect on students’ judgments of their teachers’ teaching effectiveness but a significant positive effect on student motivation.

An educational strategy that promotes healthy habits in elderly people with hypertension in a municipality of Colombia: a participatory action research study.

To identify resources of the municipality of Sopó-Cundinamarca, Colombia, that are also opportunities to strengthen the development of an educational strategy that promotes healthy habits (healthy diet and exercise) as part of the comprehensive management of hypertension in the elderly. A qualitative study of a participatory-action research initiative in the Community Day Center of Sopó in the second semester of 2015. It was developed in three stages: first, a community diagnosis showed the need to integrate the culture, traditions and resources of the municipality as inputs that allow the adherence of healthy styles by the elderly for the control of hypertension; in the second stage, a work plan was established based on actions provided by the community; and in the third stage, we reflected on the results. An effective and sustainable intervention for the elderly can be achieved through the following activities: appropriation of the agricultural resources, the strengthening of dance as a form of exercise, use of motivational strategies, support of institutions that work with the welfare of the elderly, and the empowerment of facilitators. Interventions aimed at supporting the adherence of healthy lifestyles to the elderly should include and preserve the context of the community of which they are part, where community resources are the inputs that allow health promotion.

Assessing college students’ ego-identity status and their use of motivational regulation strategies

ABSTRACTUsing correlational analyses and structural equation modeling, this study tests three hypotheses: students’ reported use of motivational strategies is 1) correlated with their ego-identity status; 2) positively correlated with their reported use of learning strategies and negatively associated with their level of procrastination; and 3) related to their existing motivational beliefs and attitudes. Participants were American college students (N = 113). The findings support all three hypotheses.The study computed Pearson product moment correlations (listwise) among the ego identity and motivation measures; significant correlations ranged from 0.19 to 0.29. To test the hypothesized conceptual model, the study subjected the correlations to a confirmatory factor analysis. The five model varimax solution had excellent loadings on 16 variables; their standardized path coefficients were highly significant (p < 0.001). The fit was good across several indices of fit (chi-square of 214.28, df = 161, p = 0.0003; goodness of fit (GFI) = 0.913; RMSEA = 0.056).The findings support the existence of a positive relationship between college students’ identity status and their use of motivational regulation strategies. They also suggest students’ use of motivational strategies is closely related to their use of cognitive and metacognitive strategies, but not to their level of academic procrastination. This article discusses practical applications for mental health providers and educators.

MOTIVATIONAL STRATEGIES USED BY AN ENGLSH TEACHER AT HAND FORTUNA CENTER

This is a qualitative study on the use of motivational strategies by the English teacher at Hand Fortuna Center. This study was based on Dörnyei’s (2001) theory about motivational strategies and focused on the interaction between the teacher and his students in the classroom. The data were collected by using video recording and interview. The observation was done in three meetings within two weeks. The duration of the class was 90 minutes for each meeting. The findings showed that the teacher used five out of eight motivational strategies in the classroom. There were making learning stimulating and enjoyable, protecting the learners’ self-esteem and increase their self-confidence, presenting task in a motivating way, allowing learners to maintain a positive social image, and promoting cooperation among the learners. For the interview, the writer found that the reason why the teacher used the motivational strategies. It was because the strategies could increase students’ motivation in learning language.

Putting self-determination theory into practice: application of adaptive motivational principles in the exercise domain

Grounded in self-determination theory (SDT), and in the group exercise context, this qualitative study explored: (1) instructors’ experiences of operationalising motivational strategies following participation in an SDT-based training programme, (2) exercisers’ views on instructors use of motivational strategies and any impact on exercisers’ basic psychological needs and motivation and (3) the challenges and facilitators reported by instructors when implementing motivation strategies in practice. Thirteen indoor group cycling instructors and 15 exercisers, who had been regularly attending a group cycling class taught by one of the instructors, participated in semi-structured interviews. Ten instructors also completed self-reflective diaries detailing their experiences of implementing the need-supportive strategies. Data were analysed using the Framework Method and coding was performed using an abductive reasoning approach. Analysis revealed specific examples of ‘how to’ operationalise motivation strategies within group exercise settings. Challenges to implementation included: the structured nature of the group exercise class, initiating meaningful one-to-one conversations, phrasing instructions in a need-supportive way, and breaking old habits. Facilitators to implementation included establishing a connection with exercisers and understanding SDT. Findings are discussed in relation to the theoretical, practical and research implications. The findings of the present study could potentially be used to improve the design and training content of SDT-based training programmes in group exercise contexts and other similar group activity settings within sport and healthcare settings.

A student perspective on the use of motivational strategies by their english language literature instructors in an omani university

A student perspective on the use of motivational strategies by their english language literature instructors in an omani university

The Relationship between EFL Teachers’ Critical Thinking and Use of Motivational Strategies

The present study was conducted to investigate the relationship between EFL teachers’ critical thinking and use of motivational strategies. The participants of this study were 101 EFL teachers. These teachers were both male and female between 21 to 36 years old, and they taught intermediate and advanced levels and varied in their experience from 3 to 17 years. They were chosen randomly from private language schools in Mashhad and two questionnaires were given to them: A questionnaire to evaluate the use of motivational strategies (Cheng and Dornyei, 2007) and another questionnaire to estimate their critical thinking (Honey, 2000).To fulfill the objective of the study, a Spearman Rank Order Correlational analysis was conducted to investigate any significant relationship between the two variables. The results showed that there is no correlation between critical thinking and motivational strategies. This result may help teacher educators to consider the relationship of critical thinking and teachers’ use of motivational strategies as an integral part of the teaching and learning process in teacher training courses.

EFL Teachers' Reflective Teaching, Use of Motivational Strategies, and Their Sense of Efficacy

The present study aimed at systematically investigating the relationship among EFL teachers' Reflective Teaching (RT), Use of Motivational Strategies (UMS), and Sense of Efficacy (SE). The participants of the study were 194 male and female EFL teachers, between 20 to 30 years of age (Mage = 25) and with 1 to 10 years of teaching experience. The participants were asked to fill out three questionnaires: the RT questionnaire by Akbari, Behzadpour, and Dadvand (2010), the questionnaire of UMS by Cheng and Dörnyei (2007), and the questionnaire of SE by Tschannen-Moran and Woolfolk Hoy (2001). Analyzing the data through running the non-parametric Spearman's rank order coefficient of correlation indicated that there was a significant and positive correlation between RT and UMS, RT and SE, and between UMS and SE. Furthermore, running a multiple regression analysis revealed that RT could more significantly predict the SE among EFL teachers. Regarding the limitations and drawing upon the findings, the article concludes with some pedagogical implications and some avenues for future research.

Interventions to increase adherence to therapeutic exercise in older adults with low back pain and/or hip/knee osteoarthritis: a systematic review and meta-analysis

ObjectiveTo evaluate whether interventions aimed at increasing adherence to therapeutic exercise increase adherence greater than a contextually equivalent control among older adults with chronic low back pain and/or hip/knee osteoarthritis.DesignA...