The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition

Autor/inn/en	Moskovsky, Christo; Alrabai, Fakieh; Paolini, Stefania; Ratcheva, Silvia
Titel	The Effects of Teachers’ Motivational Strategies on Learners’ Motivation: A Controlled Investigation of Second Language Acquisition
Quelle	In: Language Learning, 63 (2013) 1, S.34-62 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/j.1467-9922.2012.00717.x
Schlagwörter	Foreign Countries; Learning Motivation; Motivation Techniques; Second Language Learning; Second Language Instruction; Quasiexperimental Design; Multivariate Analysis; Control Groups; Role; Student Motivation; Teaching Methods; Teacher Behavior; Questionnaires; Language Teachers; English (Second Language); Teacher Qualifications; Anxiety; Self Efficacy; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Motivation for studies; Lernmotivation; Motivationsförderung; Zweitsprachenerwerb; Fremdsprachenunterricht; Multivariate Analyse; Rollen; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher behaviour; Lehrerverhalten; Fragebogen; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrqualifikation; Angst; Self-efficacy; Selbstwirksamkeit; Saudi-Arabien
Abstract	While consensus exists about the critical role of learners’ motivation in second language acquisition, controlled investigations of the effects of teachers’ motivational strategies are limited. The research reported here used a quasi-experimental design to assess the effects of motivational strategies used by Saudi English as a foreign language (EFL) teachers ("N" = 14) on Saudi EFL learners’ ("N" = 296) self-reported learning motivation. The experimental treatment involved class-time exposure to 10 preselected motivational strategies over an 8-week period; the control group received traditional teaching methods. Multivariate analyses revealed a significant rise in learner motivation over time exclusively or predominantly among experimental vs. control learners, which held robust even when controlling for pretreatment group differences. These results provide compelling evidence that teachers’ motivational behaviors cause enhanced motivation in second language learners. (Contains 2 notes and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10