Research Article
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Exploring the Motivational Strategies in Second Language Teaching

Year 2018, Volume: 4 Issue: 3, 229 - 243, 25.12.2018
https://doi.org/10.31464/jlere.444446

Abstract

Initiating and sustaining motivation in a collective and innovative style has been a challenge for English language teachers anywhere in the globe. This paper explored the common motivational strategies employed by English language teachers in the classrooms as reported by both teachers and their students from the peripheral district multiple secondary zones in certain school divisions in the Philippines. Anchored on Sugita and Takeuchi’s (2010) findings and supporting literature, teachers’ motivational strategies were surveyed from 256 10th grade student and thirty (30) English teachers. Results confirm teachers and students’ observed engagement with the motivational strategies in the L2 classrooms. Although there were some variations, similarities and connections on the way students and teachers perceived the L2 motivational strategies in the classrooms, the use of a variety of motivational strategies with the focus on promoting pleasant and supportive environment, holistic assessment, differentiated tasks, and humor, remains to be valuable and critical enablers in sustaining successes in the second language classrooms. Implications for language teachers and future study considerations are then shared. 

References

  • Alderman, M.K. (1999). Motivation for Achievement: Possibilities for Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum.
  • Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401.
  • Bernaus, M., Wilson, A. & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Portia Linguarum 12, Junio 2009, 225-36.
  • Cacho, R. M., & Cacho, L. C. (2015). Huntahan vocab assessment toward enriching mother tongue-based classroom practices. Journal of Language and Cultural Education, 3(1).
  • Chu, H. N. R. (2008). Shyness and EFL learning in Taiwan: A study of shy and non-shy college students' use of strategies, foreign language anxiety, motivation, and willingness to communicate (Doctoral dissertation).
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: SAGE Publications.Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University.
  • Dornyei Z. (2005). Motivation in second and foreign language learning. London: Thames Valley University.
  • Dornyei, Z. (2001). Teaching and researching motivation. Harlow: Pearson Education Limited.
  • Ebata, M. (2008). Motivation Factors in Language Learning. The Internet TESL Journal, 14(4).
  • Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House: Rowley.
  • Guilloteaux, M. J. & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies. TESOL Quarterly, 42(1).
  • Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language teaching, 45(3), 271-308.
  • Matsumoto, M. (2011). Second language learners' motivation and their perception of their teachers as an affecting factor. New Zealand Studies in Applied Linguistics, 17(2), 37-52.
  • McNeely, R. (n.d.) Using Humor in the Classroom Laughter has the power to fuel engagement and help students learn. Retrieved from http://www.nea.org/tools/52165.htm
  • Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. Language learning, 63(1), 34-62.
  • Nichols, J. (2002) Linguistic Diversity in Time and Space (Chicago: University of Chicago Press).
  • Nuan, D. (2003). English as a Second Language. Cambridge: Cambridge University.
  • OpenEpi -- Sample Size Calculation for Cross-Sectional, Cohort, and Clinical Trials. (n.d.). Retrieved from http://www.micronutrient.org/nutritiontoolkit/ModuleFolders/5.Sampling/tools/Sample_for_single_cluster_survey_-_persons_per_HH.htm
  • Öztürk, E. Ö., & Ok, S. (2014). Motivational behaviors of teachers in Turkish EFL classes: Perception of students. Journal of Language & Linguistics Studies, 10(2), 120-133.
  • Sugita, M., & Takeuchi, O. (2010). What can teachers do to motivate their students? A classroom research on motivational strategy use in the Japanese EFL context. Innovation in Language Learning and Teaching, 4(1), 21–35.
  • Valencia, S. W. (2002). Understanding assessment: Putting together the puzzle. Current Research in Reading/Language Arts.

İkinci Dil Öğretiminde Motivasyon Stratejilerini Keşfetmek

Year 2018, Volume: 4 Issue: 3, 229 - 243, 25.12.2018
https://doi.org/10.31464/jlere.444446

Abstract

Kolektif ve yenilikçi bir tarzda motivasyonu başlatmak ve sürdürmek, dünyanın her yerindeki İngilizce öğretmenleri için bir zorluk olmuştur. Bu çalışma, İngilizce öğretmenlerinin, hem öğretmenler hem de öğrenciler tarafından Filipinler'deki bazı okul bölümlerindeki periferik bölge çoklu ikincil bölgeler tarafından bildirilen sınıflardaki ortak motivasyon stratejilerini araştırmıştır. Sugita ve Takeuchi’nin (2010) bulgularına ve destekleyici literatürüne bağlı olarak, öğretmenlerin motivasyon stratejileri 256 10. sınıf öğrencisi ve otuz (30) İngilizce öğretmeni ile yapılan anketle araştırılmıştır. Sonuçlar, öğretmenlerin ve öğrencilerin ikinci dil sınıflarındaki motivasyon stratejileriyle gözlemlediklerini doğrulamaktadır. Öğrenciler ve öğretmenlerin sınıflardaki ikinci dil motivasyon stratejilerini nasıl algıladıkları konusunda bazı farklılıklar, benzerlikler ve bağlantılar olsa da, uygun ve destekleyici çevreyi, bütünsel değerlendirmeye, farklılaştırılmış görevlere ve mizahı teşvik etmeye odaklanan çeşitli motivasyon stratejilerinin kullanılması,  ikinci dil sınıflarında başarıların sürdürülmesinde değerli ve kritik öneme sahip olmaya devam etmektedir. Buna ek olarak dil öğretmenleri ve sonraki çalışmalar için ilgili öneriler paylaşılmıştır. 

References

  • Alderman, M.K. (1999). Motivation for Achievement: Possibilities for Teaching and Learning. Mahwah, NJ: Lawrence Erlbaum.
  • Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401.
  • Bernaus, M., Wilson, A. & Gardner, R. C. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Portia Linguarum 12, Junio 2009, 225-36.
  • Cacho, R. M., & Cacho, L. C. (2015). Huntahan vocab assessment toward enriching mother tongue-based classroom practices. Journal of Language and Cultural Education, 3(1).
  • Chu, H. N. R. (2008). Shyness and EFL learning in Taiwan: A study of shy and non-shy college students' use of strategies, foreign language anxiety, motivation, and willingness to communicate (Doctoral dissertation).
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, California: SAGE Publications.Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University.
  • Dornyei Z. (2005). Motivation in second and foreign language learning. London: Thames Valley University.
  • Dornyei, Z. (2001). Teaching and researching motivation. Harlow: Pearson Education Limited.
  • Ebata, M. (2008). Motivation Factors in Language Learning. The Internet TESL Journal, 14(4).
  • Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Newbury House: Rowley.
  • Guilloteaux, M. J. & Dornyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies. TESOL Quarterly, 42(1).
  • Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language teaching, 45(3), 271-308.
  • Matsumoto, M. (2011). Second language learners' motivation and their perception of their teachers as an affecting factor. New Zealand Studies in Applied Linguistics, 17(2), 37-52.
  • McNeely, R. (n.d.) Using Humor in the Classroom Laughter has the power to fuel engagement and help students learn. Retrieved from http://www.nea.org/tools/52165.htm
  • Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S. (2013). The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. Language learning, 63(1), 34-62.
  • Nichols, J. (2002) Linguistic Diversity in Time and Space (Chicago: University of Chicago Press).
  • Nuan, D. (2003). English as a Second Language. Cambridge: Cambridge University.
  • OpenEpi -- Sample Size Calculation for Cross-Sectional, Cohort, and Clinical Trials. (n.d.). Retrieved from http://www.micronutrient.org/nutritiontoolkit/ModuleFolders/5.Sampling/tools/Sample_for_single_cluster_survey_-_persons_per_HH.htm
  • Öztürk, E. Ö., & Ok, S. (2014). Motivational behaviors of teachers in Turkish EFL classes: Perception of students. Journal of Language & Linguistics Studies, 10(2), 120-133.
  • Sugita, M., & Takeuchi, O. (2010). What can teachers do to motivate their students? A classroom research on motivational strategy use in the Japanese EFL context. Innovation in Language Learning and Teaching, 4(1), 21–35.
  • Valencia, S. W. (2002). Understanding assessment: Putting together the puzzle. Current Research in Reading/Language Arts.
There are 21 citations in total.

Details

Primary Language English
Journal Section Research Articles
Authors

Reynald Cacho

Lilibeth Frondoso This is me

Publication Date December 25, 2018
Submission Date July 17, 2018
Published in Issue Year 2018 Volume: 4 Issue: 3

Cite

APA Cacho, R., & Frondoso, L. (2018). Exploring the Motivational Strategies in Second Language Teaching. Journal of Language Education and Research, 4(3), 229-243. https://doi.org/10.31464/jlere.444446

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