Using Motivational Strategies in L2 Classrooms: Does Culture Have a Role?

Tavakoli, Mansoor; Yaghoubinejad, Hadi; Zarrinabadi, Nourollah

doi:10.1007/s12144-016-9523-2

Cited by 9 publications

(5 citation statements)

References 19 publications

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“…The profound influence of Dörnyei and Csizér's (1998) pioneering study and Dörnyei's (2001) taxonomy is manifest in the strikingly similar objectives and methods of various subsequent studies, which collected questionnaires from teachers to gauge the frequency of use and/or perceived importance of certain L2 motivational strategies selected from the same framework. The findings of these studies suggest that important strategies tend to be used frequently (Al-Mahrooqi, Abrar-ul-Hassan, and Asante 2012; Cheng and Dörnyei 2007;Tavakoli, Yaghoubinejad, and Zarrinabadi 2016), and macrostrategies such as setting a personal example, creating a pleasant learning atmosphere, and presenting tasks properly are universally valued (Cheng and Dörnyei 2007). Still, some important strategies may be underused by L2 teachers owing to a range of culture-specific factors, including frequent assessments and examinations, large class sizes, cultural norms disfavouring comparison and competition, and an overwhelming emphasis on student obedience (Alrabai 2011;Cheng and Dörnyei 2007;Guilloteaux 2013;Tavakoli et al 2016).…”

Section: Teachers' Use and Perceptions Of L2 Motivational Strategiesmentioning

confidence: 91%

“…The findings of these studies suggest that important strategies tend to be used frequently (Al-Mahrooqi, Abrar-ul-Hassan, and Asante 2012; Cheng and Dörnyei 2007;Tavakoli, Yaghoubinejad, and Zarrinabadi 2016), and macrostrategies such as setting a personal example, creating a pleasant learning atmosphere, and presenting tasks properly are universally valued (Cheng and Dörnyei 2007). Still, some important strategies may be underused by L2 teachers owing to a range of culture-specific factors, including frequent assessments and examinations, large class sizes, cultural norms disfavouring comparison and competition, and an overwhelming emphasis on student obedience (Alrabai 2011;Cheng and Dörnyei 2007;Guilloteaux 2013;Tavakoli et al 2016). The abovementioned teacher-oriented studies help to determine the transferability of L2 motivational strategies across different settings, as well as highlighting the difficulties faced by L2 teachers who attempt to enhance learners' motivation.…”

Section: Teachers' Use and Perceptions Of L2 Motivational Strategiesmentioning

confidence: 91%

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

Lee

Gardner

Lau

2019

Innovation in Language Learning and Teaching

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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.

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Section: Teachers' Use and Perceptions Of L2 Motivational Strategiesmentioning

confidence: 91%

Section: Teachers' Use and Perceptions Of L2 Motivational Strategiesmentioning

confidence: 91%

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

Lee

Gardner

Lau

2019

Innovation in Language Learning and Teaching

View full text Add to dashboard Cite

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“…More details of motivational strategies scale are shown (Table 1). A seven-point Likert scale from 1 (not applicable) to 5 (completely applicable) is used to measure motivation items (9,10). The validity and reliability of this questionnaire have been confirmed in Iran (11,12).…”

Section: Motivation Strategies Scalesmentioning

confidence: 99%

The Role of Motivational Strategies in Prediction of Grade Point Average Among Students of Kermanshah University of Medical Sciences

et al. 2020

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Background: Motivational strategies are important determinants in students' academic achievement. Objectives: The purpose of this study was to determine the role of motivational strategies in prediction of grade point average (GPA) among university students. Methods: This analytical cross-sectional study recruited 300 students of Kermanshah University of Medical Sciences. Sampling was done by simple random sampling with probability proportional to size in each faculty. Participants filled out a self-administered questionnaire including the motivational strategies components, GPA status, and background variable. Data were analyzed in SPSS-16 using Pearson's correlation and linear regression. Results:The participants' age ranged 18 to 29 with a mean of 21.08 ± 1.26 years. GPA was significantly associated with the motivational strategies (r = 0.137 and P = 0.026). The motivational strategies components accounted for 9% of the variation in the outcome measure of the GPA. Extrinsic goal orientations (beta = 0.279 and P < 0.001) and test anxiety (beta = -0.287 and P < 0.001) were the best predictors of GPA. Conclusions: Based on our results, planning educational programs to increase extrinsic goal orientation and reduce the test anxiety may be enhancing GPA among university students.

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“…Do¨rnyei and Csize´r's (1998) pioneering study on Hungarian EFL teachers' use and perceptions of motivational strategies, which contributed the frequently cited Ten Commandments for Motivating Language Learners, heralded a series of studies examining and then recommending motivational strategies in specific educational settings. Other examples include Al-Mahrooqi et al (2012), Alrabai (2016), Guilloteaux (2013), andTavakoli et al (2018). One influential collection of motivational strategies, among all the recommendations, is Do¨rnyei's (2001) framework.…”

Section: Research On Motivational Strategies In Language Classroomsmentioning

confidence: 99%

Motivational Strategies Adopted in Postgraduate English Academic Writing Courses: Perspectives of Doctoral Students

Lee

Lin

2022

SAGE Open

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Despite postgraduates’ struggles to master English academic writing, the fulfilment of postgraduates’ motivational needs in classes of English academic writing has been scarcely researched. This study examines the motivational practices of teachers of postgraduate English academic writing, the perceived effectiveness of the adopted strategies, and possible ways to further enhance their effectiveness. Reflective writing was collected from 59 doctoral students who spoke English as a foreign language (EFL) and were enrolled in a thesis writing course. The major findings are: (1) The reported motivational strategies correspond fairly closely to those endorsed in Dörnyei’s influential framework, yet some appear to be common teaching techniques; (2) the majority of the reported positive effects pertain to enhanced knowledge, performance, and confidence; and (3) the participants called for increased use of motivational strategies, more student engagement, and diverse facilitative input from the English teacher. The findings confirm the need to extend studies on the use and perceptions of motivational strategies to postgraduate language teaching contexts.

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Using Motivational Strategies in L2 Classrooms: Does Culture Have a Role?

Cited by 9 publications

References 19 publications

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

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

The Role of Motivational Strategies in Prediction of Grade Point Average Among Students of Kermanshah University of Medical Sciences

Motivational Strategies Adopted in Postgraduate English Academic Writing Courses: Perspectives of Doctoral Students

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