Analysis of motivational strategies used by English language teachers teaching at secondary schools

Sucuoğlu, Esen

doi:10.1016/j.procs.2017.11.228

Cited by 9 publications

(8 citation statements)

References 4 publications

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“…Self-regulated motivational techniques are used to make the pace of learning better and longer-lasting for students (Stoffers & Hatler, 2017). On the basis of previous research, the motivational strategies for students indicate that motivation is a necessary part of the student's life that enables them to achieve more (Sucuoglu, 2017). Moreover, the praise and the rewards given to the students helped them to attain more creativity and sustain it in their lives (Tagkaloglou & Kasser, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Motivational Techniques as Perceived by Secondary School Teachers and Students

Saleem¹

2022

PSSR

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The aim of this study is to assess the perceptions of teachers and students regarding the effectiveness of motivational techniques used at the secondary school level. The nature of this study is descriptive. The researchers employ a simple random sampling technique to choose the sample for this study. Researchers utilized two questionnaires (one for teachers and one for students) to collect data from the respondents, which were developed on a five-point Likert-type scale. 663 respondents were selected, out of which 359 were female teachers and students and 304 were male teachers and students. The study's essential findings expose that teachers' positive feedback, rewards, and friendly behavior play a pivotal role in motivational techniques. The study's major recommendations were that teachers motivate students so that they accept the honor for their efforts and use the most recent and advanced teaching techniques to make lessons more engaging.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of Motivational Techniques as Perceived by Secondary School Teachers and Students

Saleem¹

2022

PSSR

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“…"La motivación trascendente es aquella que se genera cuando la persona encuentra su satisfacción profesional en el servicio y en la ayuda a sus colaboradores" (Ugarte & Naval, 2010, p. 8). Además, la motivación trascendente ayuda hacia otras personas en su conjunto indirectamente y tiene conexiones más sutiles con principios éticos y sociales (Silva, 2010;Sucuoglu, 2017). En el sentido educativo la motivación transcendente está relacionada al cumplimiento de metas institucionales, la vocación del servicio e integración a la comunidad (Sánchez, 2019).…”

Section: Introductionunclassified

Modelo factorial en la motivación laboral y desempeño docente. Caso: Institución Educativa Emblemática Isabel la Católica, Lima – Perú

et al. 2020

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Se ha diseñado esta investigación con el objetivo de analizar los indicadores de la motivación y desempeño docente para determinar un modelo factorial de predicción en docentes. La metodología corresponde a un enfoque cuantitativo de carácter predictivo, para esto se utilizó dos instrumentos y se aplicaron a dos poblaciones: el instrumento motivación fue aplicado a los docentes y el instrumento de desempeño docente, a los estudiantes del 4to y 5to año del nivel secundario. Los participantes estuvieron conformados por 59 docentes y 197 estudiantes. El índice KMO fue de 0.636, esto permitió realizar un análisis factorial que sigue un proceso metodológico de siete fases bien definidas. Los resultados arrojaron tres clústeres: la motivación extrínseca y trascendental (clúster 1); motivación intrínseca (clúster 2); y desempeño docente (clúster 3) en la que se obtuvo dos eigenvalores mayores que 1 permitiendo proponer dos modelos de componentes principales que predicen los indicadores de la variable de estudio.

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“…Therefore, without motivation, success will be hard to come by in the learning process. Individuals who have high motivation are more likely to improve organizational processes and performance compared to those who have a low motivation (Sucuoglu, 2017). In brief, motivation can probably be one of the essential aspects to help the students' learning.…”

Section: Introductionmentioning

confidence: 99%

“…He also states that motivational strategies refer to the effect of motivation that is consciously given to achieve a number of systematic and longlasting positive effects. The effective teaching various motivational strategies in learning foreign languages for enhancing student motivation, has become an important part that teachers use in English as foreign language classroom (Sucuoglu, 2017). From that statement, it is clear that teachers, especially language teachers, should have ability to make positive strategies and good relation with students in the classroom.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Motivational Strategies Used by English Teachers in Teaching Efl in Secondary Islamic Schools in Tangerang

Tiarsiwi

Amaniah²

2020

ellter

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The study aims to investigate the motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and analysed it based on four motivational aspects as proposed by Zoltan Dornyei (2001). The focus question of the study was the way of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang. The sub-focus questions of the study were the frequency of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and the implementation of motivational strategies that the English teachers used in teaching EFL in secondary Islamic schools in Tangerang. To answer the questions, the study employed a qualitative approach that applied a case study design through questionnaire, semi-structured interview and observation to collect the data. The participants of this study were twenty-five English teachers. Six English teachers were selected for individual interviews and classroom observations based on the resulted of the questionnaire which had been filled in by twenty-five English teachers. Those six interviewees were selected according to the result of the questionnaire. Two were from good category, other two interviewees were selected as the moderate, while the other two were from poor category.

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Analysis of motivational strategies used by English language teachers teaching at secondary schools

Cited by 9 publications

References 4 publications

Effectiveness of Motivational Techniques as Perceived by Secondary School Teachers and Students

Effectiveness of Motivational Techniques as Perceived by Secondary School Teachers and Students

Modelo factorial en la motivación laboral y desempeño docente. Caso: Institución Educativa Emblemática Isabel la Católica, Lima – Perú

An Investigation of Motivational Strategies Used by English Teachers in Teaching Efl in Secondary Islamic Schools in Tangerang

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