The teaching of the mother-tongue

This study investigated Chinese junior high school teachers’ and students’ attitudes mainly about their worries, perceptions, and beliefs towards EFL writing, which was conducted by a mixed research method. 25 participants were involved in a survey questionnaire that consists of three parts: (1) demographical information, (2) measure of attitudes, and (3) comments on EFL writing. The attitudinal measures with a five-point Likert scale questionnaire showed that EFL writing was ignored in EFL class, but participants expected to focus on that. Furthermore, the results observed from a paired t-test quantitatively indicated that these teachers and students considered EFL writing as a difficult and important skill and they believed that it is possible to improve their EFL writing skill. On the other hand, there was an individual facet-to-face interview to justify these results in the survey, in which, that the root reasons of EFL writing is a weakness skill, the difficulties of performing writing, and the lack of opportunities to practice it, were found. Based on these findings in survey questionnaire and interview, several pedagogical implications were discussed consequently in order to: (i) increase the practice opportunities, (ii) use correct language learning strategies, (iii) overcome the first language barrier, (iv) keep ongoing learning, and (v) reflect the process, quality, and outcome of EFL writing, which are effective ways to enhance the EFL writing skill.

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An investigation of Chinese junior high school teachers’ and students’ attitudes towards EFL writing

This mixed-method study investigated teacher and student perceptions of the importance of taskrelated motivational strategies (TRMS) in English as a foreign language (EFL) classroom instruction. A 48-item Likert scale questionnaire covering seven domains of TRMS were electronically delivered to teachers (N = 96) at different institutions in a large city in southern Vietnam and their students (N = 220). Concurrently, thirty-four written reflections were obtained from the teachers (N = 17) and the students (N = 17) to shed further light on their perceptions. Examining the participants’ central tendencies showed that they agreed on the motivational value of task nature, task relevance, task materials, task-related feedback, and during-task teacher behavior, but not on task presentation and task level. Item analyses further revealed statistically significant differences in the participants’ perceptions of as much as 23 percent of the TRMS. Recursive content analysis of the journal data corroborated a substantial part of the quantitative results and offered explanations for why each specific difference occurred. These perceptual mismatches provide important pedagogical implications for how teachers can design and implement tasks in the way that is motivating to students whose English learning is entirely confined within classroom walls.

Task-Related Motivational Strategies in EFL Classrooms : A Glimpse into Teachers’ and Students’ Perceptions

This study was aimed to investigate the teachers’ and students’ preference of motivational strategies employed in motivating students to learn Japanese language in General Certificate of Education (GCE) Advanced Level classes in Sri Lanka The sample consisted of 27 Japanese as a Foreign Language (JFL) teachers and 275 students An adapted questionnaire with 28 items was used to measure the perception of students and teachers towards using motivational strategies in JFL classroom Fourteen items in the questionnaire targeted at measuring traditional strategies while the rest of the items measured innovative strategies Descriptive statistics was used to find out the mean values of both the teachers’ and students’ preference of strategies and to prepare two lists of motivational strategies according to the priority order of rankings rated by teachers and students The independent samples T-test was applied to determine the significant level of difference between the two groups The results indicated that both students and teachers agree on the use of motivational strategies to motivate students Nevertheless, it is statistically evident that students prefer innovative strategies than traditional strategies while teachers prefer both types of strategies equally The findings revealed that there is a significant difference between these two motivational strategies as perceived by teachers and students Article visualizations:

Preferences for motivational strategies: a comparison of student and teacher perspective in japanese as a foreign language (jfl) classroom in sri lanka

This study aimed to investigate students’ preference for teachers’ motivational strategies, their perception of their own motivation toward learning English in relation to teachers’ motivational strategies, and the correlation between these two variables. The participants consisted of 320 first year vocational certificate students in the 7 private vocational colleges. A questionnaire and semi-structured interview were employed in data collection. The 24 motivational strategy items were categorized into four main categories based on Dornyei’s (2001b) framework. Descriptive statistics and Pearson's correlation coefficient were used to analyze the data. The findings indicated that 22 teachers’ motivational strategies were preferred at the “greatly preferred” level, whereas only two strategies were preferred at the “preferred” level. It was found that all 24 motivational strategies could motivate students to learn English. The students most preferred motivational strategies under the third category, maintaining and protecting students’ motivation. They also agreed that the motivational strategies under the third category could motivate them to learn the most. On the other hand, the strategies under the fourth category, encouraging positive self-evaluation, were least preferred and they least motivated the students to learn English.  Interestingly, it was found that all preferred strategies could motivate the students to learn English.

Students’ Preference for Teachers’ Motivational Strategies and their Perception of their Own Motivation toward Learning English: A Case of Private Vocational Colleges

This study aims to investigate what motivational strategies are used by Thai EIL teachers, students’ preference, and whether there is a difference between teachers’ use of motivational strategies and students’ preference for them. It is important to discover dynamics between these two variables, since motivational strategies used by English teachers are considered driving forces to enhance students’ L2 motivation. Furthermore, it has been proven that more motivated students can produce better achievement in L2 learning through previous research. Altogether 77 EIL teachers in all six governmental secondary schools in the three southern most cities in Thailand, namely Pattani, Yala, and Narathiwas and their 219 M.3 (Grade 9) students were included. Questionnaires for the teachers and students were main instruments designed to elicit how often the teachers use each motivational strategy among a total of 28 motivational strategies and how much each strategy was preferred by these M.3 students. Descriptive statistics was used to report the mean values of the frequency levels of motivational strategy use and those of the agreement levels of students’ preference for motivational strategies. T-test was applied to discover a difference between these two variables. The results indicated that the teachers equally use innovative and traditional strategies while students prefer innovative strategies slightly more than traditional ones. Last, a significant difference was found between the teachers’ use of motivational strategies and the students’ preference. The difference was greater among innovative strategies than among traditional ones meaning some innovative strategies were not used as much as they were preferred by the students, and vice versa.

/pdf/eil-teachers-motivational-strategies-and-students-preference-neu7d4fhyu.pdf

EIL Teachers’ Motivational Strategies and Students’ Preference in the Deep Southern Part of Thailand

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EIL Teachers’ Motivational Strategies and Students’ Preference in the Deep Southern Part of Thailand