A Grounded Theory of Motivational Practices in English Conversational Classes at Universities in Irkutsk, Russia

Autor/in	Le, Kim C.
Titel	A Grounded Theory of Motivational Practices in English Conversational Classes at Universities in Irkutsk, Russia
Quelle	(2014), (149 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Biola University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-9829-7
Schlagwörter	Hochschulschrift; Dissertation; Foreign Countries; Academic Achievement; Teacher Responsibility; Teacher Attitudes; Student Attitudes; Motivation; Observation; English (Second Language); Second Language Instruction; Surveys; Grounded Theory; Professionalism; Knowledge Level; Teaching Skills; Teacher Behavior; Teacher Influence; College Faculty; College Students; Russia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ausland; Schulleistung; Lehrverpflichtung; Lehrerverhalten; Schülerverhalten; psychologische; Motivation (psychologisch); Beobachtung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Survey; Umfrage; Befragung; Professionalität; Wissensbasis; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Teacher behaviour; Fakultät; Collegestudent; Russland
Abstract	The Russian education system places a high value on academic success. Students want good grades for various reasons, and instructors are held responsible for the grades their students obtain. Therefore the motivational strategies of instructors aimed toward that academic success hold a high priority for both. Nevertheless, little has been recorded of the perceptions that instructors and students in the Russian education system have of what constitutes good motivational practices. Therefore, the purpose of this study was to ascertain and understand the insights of both instructors and students concerning good motivational practices that result in academic success in Russian higher education. Utilizing a qualitative approach, the research was conducted at three universities in Irkutsk, Russia. The research data were collected via daily classroom observations in six conversational English classes during one semester; demographic questionnaires were distributed to, and open-ended survey questions conducted with both instructors and students, and individual meetings were held with some instructors. Twelve instructors and 65 students took part in the research. The collected data were then analyzed through the grounded theory method, and a theory developed. This theory is that professionalism is the key term to describe the motivational behaviors and beliefs of teachers and students in the university classes observed. That professionalism is manifested in three characteristics--Knowledgeable Scholar, Skillful Teacher, and Considerate Human Being. However, while instructors and students had similar ideas on what constituted a motivational teacher, they had different perspectives on what behavior constitutes those three characteristics. This study is significant because it has implications for how Russian faculty in higher education could best modify their behavior to motivate their students. It is also significant for the author personally because of a desire to see Russian teachers equipped with more constructive motivation techniques that reflect their genuine love for the students. Finally, the results of this study might provide cross-cultural instructors with a view of classroom motivation in a different cultural context, possibly making cross-cultural instructors willing to explore alternatives in motivating students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01