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

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 strategi...

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Bibliographic Details
Published in:Language learning 2013-03, Vol.63 (1), p.34-62
Main Authors: Moskovsky, Christo, Alrabai, Fakieh, Paolini, Stefania, Ratcheva, Silvia
Format: Article
Language:English
Subjects:
Adults. Performance, acquisition
Anxiety
Applied linguistics
Control Groups
EFL
English (Second Language)
English as a second language
Foreign Countries
Foreign language instruction
foreign language motivation
Language Teachers
Language teaching
Learning Motivation
Linguistics
Motivation
Motivation Techniques
Multivariate Analysis
Production and comprehension processes
Psycholinguistics
Psychology of language
Quasiexperimental Design
Questionnaires
Role
Saudi Arabia
Second Language Instruction
Second Language Learning
Self Efficacy
Student Motivation
Teacher Behavior
Teacher Qualifications
teacher strategies
Teaching Methods
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Summary: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.
ISSN:0023-8333
1467-9922
DOI:10.1111/j.1467-9922.2012.00717.x