English Teachers' Uses of Motivational Strategies beyond an Established Framework
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| Title: | English Teachers' Uses of Motivational Strategies beyond an Established Framework |
|---|---|
| Language: | English |
| Authors: | Lee, Tim S. O. (ORCID |
| Source: | Educational Research. 2019 61(4):451-468. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | English Teachers, Educational Strategies, Student Motivation, English (Second Language), Instructional Materials, Authentic Learning, Foreign Countries, Secondary School Teachers, College Faculty, Community Colleges, Public Colleges, Direct Instruction |
| Geographic Terms: | Hong Kong |
| DOI: | 10.1080/00131881.2019.1677170 |
| ISSN: | 0013-1881 |
| Abstract: | Background: Although the usefulness of Dörnyei's framework of motivational strategies to language teachers has been widely tested, motivational techniques that are not within the framework have less commonly been accounted for. Purpose: This study explores the uses of motivational strategies beyond Dörnyei's taxonomy, and the factors that cause English teachers to use them. Methods: In total, 22 teachers of English as a foreign language (EFL) in Hong Kong participated in this study. Reflective journal data and interview data, supported by classroom observations, were collected and analysed qualitatively. Findings: The results reveal that, while most of the reported strategies corresponded closely to Dörnyei's recommendations, two additional macrostrategies -- routine teaching activities and uses of authentic materials -- were employed. The most predominant factor leading to the use of these two macrostrategies was a concern about feasibility. Conclusions: This study hence suggests the need for a new line of research on strategies that are primarily instructional and secondarily motivational, as well as further studies that take the feasibility of motivational strategies into greater consideration. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1233341 |
| Database: | ERIC |
| Abstract: | Background: Although the usefulness of Dörnyei's framework of motivational strategies to language teachers has been widely tested, motivational techniques that are not within the framework have less commonly been accounted for. Purpose: This study explores the uses of motivational strategies beyond Dörnyei's taxonomy, and the factors that cause English teachers to use them. Methods: In total, 22 teachers of English as a foreign language (EFL) in Hong Kong participated in this study. Reflective journal data and interview data, supported by classroom observations, were collected and analysed qualitatively. Findings: The results reveal that, while most of the reported strategies corresponded closely to Dörnyei's recommendations, two additional macrostrategies -- routine teaching activities and uses of authentic materials -- were employed. The most predominant factor leading to the use of these two macrostrategies was a concern about feasibility. Conclusions: This study hence suggests the need for a new line of research on strategies that are primarily instructional and secondarily motivational, as well as further studies that take the feasibility of motivational strategies into greater consideration. |
|---|---|
| ISSN: | 0013-1881 |
| DOI: | 10.1080/00131881.2019.1677170 |
