Teaching Factors That Affect Students' Learning Motivation: Bangladeshi EFL Students' Perceptions

Autor/in	Quadir, Moriam
Titel	Teaching Factors That Affect Students' Learning Motivation: Bangladeshi EFL Students' Perceptions
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 32 (2021) 2, S.295-315 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
DOI	10.15639/teflinjournal.v32i2/295-315
Schlagwörter	Teacher Influence; Student Motivation; Learning Motivation; Foreign Countries; English (Second Language); Second Language Learning; Student Attitudes; Teaching Styles; Teacher Characteristics; Classroom Techniques; Teacher Attitudes; High School Students; Bangladesh + Suchen Sie Ihr Suchwort? Schulische Motivation; Motivation for studies; Lernmotivation; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Lehrstil; Unterrichtsstil; Klassenführung; Lehrerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bangladesch
Abstract	Research literature consistently suggests that EFL (English as a foreign language) students' motivation is affected by some teaching factors (Falout et al., 2009; Kim et al., 2018; Lamb, 2017). The main purpose of this study is to identify exactly which teaching factors adversely affect students' motivation to study English at higher secondary (HS) level (grade 11 and 12) in Bangladeshi EFL context. To collect qualitative data an interview protocol was developed based on the teaching factors identified in some selected studies conducted in Asian EFL contexts (Kikuchi, 2009; Sakai & Kikuchi, 2009; Trang & Baldauf, 2007; Quadir, 2017). A total number of 40 grade 12 completers were interviewed to collect students' perceptions. Miles and Huberman's (1994) qualitative data analysis procedure was applied to analyze the data. From the analysis five distinct factors, which adversely affect students' motivation, are identified in descending order: teachers' instructional styles and teaching method, private tutoring, teachers' personality and behavior, teachers' competence and classroom management, and teachers' attitude and commitment. Most of these factors comprise further sub-components which detect the underlying sources of students' disinterest. For amelioration of the situations some feasible implications are discussed addressing the identified factors. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01