Student Teachers' Evaluation of the Motivational Strategies Used in Foreign Language Teaching

Deniz, Sabahattin

doi:10.2224/sbp.2010.38.9.1269

Cited by 14 publications

(12 citation statements)

References 27 publications

(32 reference statements)

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“…Students gradually increased their interest on learning English when the lecturers praised them by saying "very good or nice" towards the students response to the tasks. This is in line to Deniz's (2010) investigation. Lecturers' appreciation to students' effort could motivate students to actively participate in classroom activities.…”

Section: Advances In Social Science Education and Humanities Researcsupporting

confidence: 92%

Teachers' Motivational Strategies Used in Indonesian EFL Islamic University Students

Soraya¹,

Kurnia²,

Setiawan³

2018

Proceedings of the International Conference on English Language Teaching (ICONELT 2017)

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Abstract-Captivating EFL learners' attention in a learning process is challenging for every teachers. The teachers must employ appropriate treatment and have motivational strategies to maintain students' enthusiasm in learning. Ample research has been conducted to explore teachers' motivational strategies in teaching English of primary and secondary schools. However, little study has been conducted in university level of students. Therefore, this study is aimed to investigate the use of motivational strategies by teachers in one of the Islamic universities in Indonesia. There were three different teachers as the participants of this research. A qualitative research design was employed to collect the data. Three different groups of students were involved for class observation. The data were collected from teachers by conducting classroom observation, interviews and video recording activity. The finding of the research revealed that each teacher has unique motivational strategies to teach EFL university students. Besides, in the context of Islamic-based university, students get more excited to learn English when the teachers were able to make a connection on English materials, the Islamic values and implication in the real life.

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Section: Advances In Social Science Education and Humanities Researcsupporting

confidence: 92%

Teachers' Motivational Strategies Used in Indonesian EFL Islamic University Students

Soraya¹,

Kurnia²,

Setiawan³

2018

Proceedings of the International Conference on English Language Teaching (ICONELT 2017)

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“…Other studies focus on the effectiveness of teachers' use of specific motivational strategies on student motivation, and find a positive relationship between these two variables (Guilloteaux & Dörnyei, 2008;Moskovsky, Alrabai, Paolini, & Ratcheva, 2013;Papi & Abdollahzadeh, 2012). Less research examines the perceptions of students about the effectiveness of particular motivational strategies (Deniz, 2010). In addition, very little research has been conducted to compare the views of both students and teachers towards L2 motivational strategies within the same context (Ruesch, Bown, & Dewey, 2012).…”

Section: Motivational Strategiesmentioning

confidence: 99%

Motivational Strategies: The Perceptions of EFL Teachers and Students in the Saudi Higher Education Context

Alshehri¹,

Etherington²

2017

IJELE

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Motivation plays a significant role in the L2 learning process, leading many researchers to investigate strategies which can generate and maintain students' motivation in English as a foreign language (EFL) classrooms. However, little research has investigated the perceptions of both EFL teachers and students in the same context. This paper reports an investigation of EFL teacher and student perceptions of motivational strategies in the Saudi Arabian EFL context, aiming to explore potential mismatches. A mixed methods approach was used to collect quantitative and qualitative data in the context of three women's universities. Results indicate the teachers' role in motivating students in EFL classrooms is appreciated by both teachers and students. However, there is a discrepancy in their beliefs about how students should be motivated. Teachers believe strongly that students are mainly motivated by strategies which help achieve academic outcomes. Students, in contrast, appear more motivated by strategies; which relate to actual learning process and promote social aspects of learning, such as participation and interaction. A key implication is that teachers within this context should be encouraged to develop a more balanced view about L2 motivation and motivational strategies, focussing on both academic and social outcomes along with actual learning process.

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“…Moreover, recognition of a student's effort by a teacher "sustains the student's motivation and reduces the likelihood of discouragement" (Hallinan, 2008.p.273). Recognizing and acknowledging student-teachers' efforts make students more willing to participate in class activities (Deniz, 2010). This statement closely reflects comments from student-teachers in this study context.…”

Section: Teaching Strategies In Maintaining the Student-teacher Relationshipsupporting

confidence: 66%

“…In responding to this matter, Deniz (2010) employed a quantitative study to gather students' perceptions of some motivational approaches applied by teachers in second/foreign language learning. This study studies the views of students of the English Language Teaching (ELT) Department of the Education Faculty in one university in Turkey.…”

Section: Motivational Teaching Strategies In Teaching Esl/efl Based On Language Learners' Perceptionsmentioning

confidence: 99%

Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia

Kassing¹

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<p>Students’ motivation in an English as a Foreign Language (EFL) classroom is affected by their perceptions of the teaching strategies used. These perceptions are influenced by the context in which they learn. This study aims to explore both tertiary students’ and their lecturers’ perceptions of teaching strategies that both groups consider impact on students’ motivation in learning EFL in an eastern region of Indonesia. This study used a qualitative research methodology. The case was composed of one cohort of student-teachers and their EFL lecturers in one Teacher Training and Education Faculty of one private university in the area of Sulawesi Island of Indonesia. The data were collected from semi-structured individual interviews with EFL (English as a Foreign Language) lecturers and focus groups with student- teachers. Both the lecturers and the student-teachers agreed that creating and maintaining relationships was a highly effective strategy to motivate students in an EFL classroom. However, the findings also showed that the two groups of participants put different values on the teaching strategies employed by EFL lecturers in this context. The study also found that some EFL lecturers were not aware of how some of the strategies that they used in teaching English impacted on their learners’ motivation. Lecturers’ time commitments outside this university proved to be a significant challenge in maximizing the use of some motivational teaching strategies in teaching English. These findings raise implications for lecturers’ practice. By being more aware of how students view specific teaching strategies in the EFL classroom, teachers can enhance students’ motivation, by generating, maintaining and building on initial motivation.</p>

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Student Teachers' Evaluation of the Motivational Strategies Used in Foreign Language Teaching

Cited by 14 publications

References 27 publications

Teachers' Motivational Strategies Used in Indonesian EFL Islamic University Students

Teachers' Motivational Strategies Used in Indonesian EFL Islamic University Students

Motivational Strategies: The Perceptions of EFL Teachers and Students in the Saudi Higher Education Context

Perceptions of Motivational Teaching Strategies in an EFL Classroom: The Case of a Class in a Private University in Indonesia

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