More Proficient vs. Less Proficient EFL Learners’ Perceptions of Teachers ‘Motivation Raising Strategies
الموضوعات :
نسرین یوسفی
1
(
English Department, Tehran West branch, Islamic Azad University, Tehran, Iran
)
مرجان وثوقی
2
(
English Department, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
)
مینو عالمی
3
(
English Department, Tehran West branch, Islamic Azad University, Tehran, Iran
)
الکلمات المفتاحية: intrinsic motivation, extrinsic motivation, Perception, more and less proficient EFL learners, motivation raising strategy,
ملخص المقالة :
Motivation raising strategies are frequently used in English as a Foreign Language (EFL) classes; nevertheless, learners’ perceptions of such strategies used by language teachers have not sufficiently been explored. Also, there are not enough studies on differences and similarities between more and less proficient EFL learners regarding this issue. To scrutinize this topic, a groups of more (No=50) and less proficient EFL learners (No=50) participated in this study by completing to a validated, researcher-made questionnaire with a five-point Likert type format. Non-parametric Mann-Whiteny U test was run in the SPSS ver. 23 to check the differences between the two groups. The results of the study verified that, regardless of each individual scale in the utilized questionnaire, overall, the more proficient ones manifested significantly less perceptions on teachers’ motivation raising strategies based on the total estimated mean ranks compared with the less proficient learners. However, within the surveyed scales, only in the classroom atmosphere scale, the results showed that the less proficient learners were more mindful of teacher strategies for motivation raising. The findings from this study have implications for motivation raising strategy instructions for a language classroom.
References
Alshehri, E. A., (2013). Motivational Strategies: The Perceptions of EFL Teachers and Students in the Saudi Higher Education Context. (Unpublished doctoral dissertation). College of Arts and Social Sciences University of Salford, Salford, UK.
Ames, C., & Ames, R. (1989). Research in motivation in education: San Diego, US: Academic Press.
Brophy, J. (1998). Powerful classroom management strategies: Motivating students to learn.New York, NY, US: McGraw-Hill.
Brown, (1994). Initiation of motivation in language learning acquisition. Higher education of social science, 2(2),8-11.
Brown, (1987). Role of motivation in language learning. International research journal of applied and basic sciences, 6(6), 766-773.
Brown, H.D. (2000). Principles of language learning and teaching: Language and languages-study and teaching. Language acquisition. Englewood, FL: Cliffs.
Brown, H. D. (2001). Teaching by principle. San Fransisco: San Fransisco State university.
Cheng, H. F., &Dornyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. innovation in language learning and teaching, 1(1),
153-174.
Csikszentmihalyi, M. (1997). Intrinsic motivation and effective teaching: A flow analysis. In J.
L. Bess (Ed.), Teaching well and liking it: Motivating faculty to teach effectively (pp. 72-89). London, UK: The Johns Hopkins University Press.
Csizér, K., &Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. Modern language journal, 89 (1), 19-
36.
Deci, E. L., & Ryan, R. M. (1985b). Intrinsic motivation and self-determination in human behavior: Perspectives in social psychology. New York, NY, US: Plenum Press.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language learning, 40(1), 45-78.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. Modern Language journal, 78(3), 273-284.
Dornyei, Z. (1996). Moving language learning motivation to a longer platform for theory and practice. In R. Oxford (Ed.), Language learning motivation: The new century (pp.766-773).
IRAN, IR: Science Explorer Publications
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(3 ),117-135.
Dörnyei, Z. (2000). Motivation in action: Towards a process-oriented conceptualization of student motivation. British journal of educational psychology, 70(4), 519-538.
Dörnyei, Z. (2001a). Motivational strategies in the language classroom: Cambridge language teaching library. Cambridge: Cambridge University Press.
Dörnyei, Z. (2001b). Teaching and researching motivation: Teaching English as a second or foreign language. Harlow, UK: Pearson Education Limited.
Dörnyei, Z. (2002a). Questionnaires in second language research: Construction, administration, and processing. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Dörnyei, Z. (2002b). The motivational basis of language learning tasks. In P. Robinson (Ed.), Individual differences and instructed language learning (pp.137-157). Amsterdam, NL: John Benjamins Publishing Co.
Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53(1), 3-32.
Dörnyei, Z. (2009a). The L2 motivational self system. In Z. Dörnyei, & E. Ushioda (Eds.),Motivation, language identified the L2 self (pp. 9-42). Bristol, UK: Multilingual Matters.
Dörnyei, Z., & Clément, R. (2001). Motivational characteristics of learning different target languages: Results of a nationwide survey. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 399-432). Honolulu, UK: Second Language Teaching & Curriculum Centre, University of Hawaii.
Dörnyei, Z., &Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language teaching research, 2(3), 203-229.
Dörnyei, Z. &Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working papers in applied linguistic , 4(1), 43-69.
Dörnyei, Z., & Schmidt, R. (Eds.). (2001). Motivation and second language acquisition (Vol. 23). Natl Foreign Lg Resource Ctr.
Dörnyei, Z.&Ushioda, E. (2011). Teaching and researching motivation. Harlow, UK: Pearson Education.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London, UK: Edward Arnold Ltd.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language Learning: Motivation language attitude and globalization. Massachusetts, MA: Newbury
House Publishers Inc.
Grolnick, W. S., & Ryan, R. M. (1987). Parent styles associated with children’s self-regulation And competence in School. Journal of educational psychology, 81(2), 143-154.
Guilloteaux, M. J., &Dornyei, Z. (2008). Motivating language learners: A classroom-oriented Investigation of the effects of motivational strategies on student motivation. TESOL quarterly, 42(1), 55-77.
Harmer, J. (1991). The practice of English language teaching, New York: Longman Publishing.
Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of reported L2 use: The Japanese ESL context. University of Hawai'I Second Langauge Studies Paper 20 (2).
Huitt, W. (2001). Motivation to Learn: An Overview. Retrieved December1, 2008 from http://chironvaldosta.edu/whuitt/col/motivation/motivate.htm/.
Huitt, W. (2001). Motivation to learn: An overview. Educational psychology interactive, 12. Jacques, S. R. (2001). Preferences for instructional activities and motivation: A comparison of
student and teacher perspectives. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and second language acquisition (pp. 185-221). Honolulu, UK: Second Language Teaching &Curriculum
Centre, University of Hawaii.
Keller, J. (1983). Motivational design of instruction. In M. Reigeluth (Ed.), Instructional design theories and models (pp. 386-433). Florida, US: Routledge.
Klein, H. J., Noe, R. A., & Wang, C. (2006). Motivation to learn and course outcomes: The impact of delivery mode, learning goal orientation, and perceived barriers and enablers. Personnel psychology, 59(3), 665-702.
Lightbown, P. M., & Spada, N. (1999). How languages are learned :Oxford Handbooks for Language Teachers. Oxford, UK: Oxford University Press.
Lowman, J. (1990). Promoting motivation and learning. College teaching, 38(4),136-140.
Lundy, O., & Cowling, A. (1996). Strategic human resource management: Definition and importance. Routledge: New York.
Murcia, M. C., Brinton, D. M., & Snow, M. A. (1991). Motivation in second language learning. Teaching English as a Second or Foreign Language (518-531). Boston,
USA: National Geographic Learning.
Ngeow, K., & Yeok-Hwa (1998). Role of motivation in language learning. International research journal of applied and basic sciences, 6(6), 766-773.
Noels, K. A. (2003). Learning Spanish as a second language: Learner’s orientations and perceptions of their teachers’ communication style. Language learning, 53(1), 97-136.
Noels,K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The modern language journal, 83(91),
23-34.
Narayanan, R. (2006). Motivation variables and second language learning: Kanchipuram, India: Vinayaka Mission Research Foundation University.
Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle Publishers.
Oxford, R., &Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The modern language journal, 1 (78), 12-28.
Papi, M., & Abdollahzadeh, E. (2012). Teacher motivational practice, student motivation, and possible L2 selves: An examination in the Iranian EFL context. Language learning, 62(2), 571-594.
Pelletier, L. G., & Sharp, E. C. (2009). Administrative pressures and teachers' interpersonal behavior in the classroom. Theory and research in education, 7(2), 174-183.
Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Raffini, J. P. (1996). 150 Ways to increase intrinsic motivation in the classroom: Needham Heights, MA: Allyn & Bacon.
Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of educational psychology, 9(1), 537-548.
Ryan, R. M.,& Deci, E. L.(2000). Self-determination theory and the facilitation of intrinsic motivation, social Development, and well-being. American psychologist, 55(1), 68-78.
Shearin, (1994). Role of motivation in language learning. International research journal of applied and basic sciences, 6(6), 766-773.
Tanaka, T. (2005). Second language motivation: The role of teachers in learners’ motivation. Journal of academic and applied studies, 3(4),45-54.
Taspinar, H. K. (2004). Teachers’ and students’ perceptions of teachers’ task related motivational strategy use and students’ motivation levels (Master’s thesis). Available from Thesis database.(edu.tr/0002559)
Taufan, G. T. (2017). Understanding motivation to develop motivational plan in language classroom: A hint for language teachers. LUNAR1(1),23-34.
Trevisan, M.S. (2002). The states' role in ensuring assessment competence: Education resources
information center, 83(10), 766–771.
Ushioda, E. (1996). Learner autonomy: The role of motivation. Dublin, UK: Authentik Language Learning Resources Ltd.
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied linguistics, 26(1), 70-89.
VanLier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. London, UK: Longman.
Weinstein, R. S. (1989). Perceptions of classroom processes and student motivation: Children's views of self-fulfilling prophecies. Research on motivation in education, 3, 187-221.
Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships:
Implications for understanding motivation at school. Journal of educational psychology,
91(1), 76-97.
Williams, M. & Burden, R. (1997). Psychology for language teachers: A social constructivist approach. Cambridge, UK: Cambridge University Press.
Wlodkowski, R. J. (1986). Enhancing Adult Motivation to Learn: London: Jossey-bass Limited.
Wlodkowski, R. J. (1999). Enhancing adult motivation to learn: A comprahensive guide for teaching all adults. San Francisco, CA, US: Jossey-Bass Inc.
Wu, X. (2003). Intrinsic motivation and young language learners: The impact of the classroom environment. System, 31(4 ), 501-517.
Ziahosseini, M., &Salehi M. (2008). An investigation of the relationship between motivation And language learning strategies. Pazhuhesh-e zabanha-ye khareji, 41(special issue), 85-
107.
