Motivational Teaching Strategies in a Brazilian EFL School: How Important are they and how Frequently are they used?
Year: 2005
Type: article
Study design: Observational Study
Abstract: For over two decades, scholars in the field of second language teaching have proposed extensive lists of strategies to motivate language learners.However, the number of studies investigating the actual use of those strategies in L2 classrooms is meager.This paper examines the importance and frequency of 43 motivational strategies divided into 16 conceptual domains.Twenty-three teachers and 213 students of an EFL school in Brazil participated in the investigation.Quantitative and qualitative data were drawn from questionnaires, interviews, and classroom observations.The results suggest that from the 16 conceptual domains of motivational strategies, three are potentially motivating.Results also reveal that some strategies regarded as important have been underutilized in the classroom.In addition, based on the findings, implications and suggestions for motivating learning are drawn.Considerations for further research are also discussed.
Author: Graziane de O. Xavier
Institution: Ohio University
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2602479544