Turkish EFL Instructors' Perceived Importance of Motivational Strategies: A Descriptive Study

Autor/in	Ustuk, Özgehan
Titel	Turkish EFL Instructors' Perceived Importance of Motivational Strategies: A Descriptive Study
Quelle	3 (2018) 1, S.215-233 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ustuk, Özgehan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Student Motivation; Teacher Attitudes; Gender Differences; Educational Background; Teaching Methods; Teaching Experience; Foreign Countries; Statistical Analysis; Motivation Techniques; College Faculty; Bachelors Degrees; Masters Degrees; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Schulische Motivation; Lehrerverhalten; Geschlechterkonflikt; Vorbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Statistische Analyse; Motivationsförderung; Fakultät; 'Bachelor''s degrees'; Bachelor-Studiengang; Türkei
Abstract	This study investigated how important Turkish EFL teachers perceive the ELT motivational strategies that are implemented in adult EFL teaching. 52 EFL instructors working in preparatory schools of foreign languages in four state universities in Turkey participated in the current study. The perceived importance of ELT motivational strategies was found in relation to various preselected independent variables to see the effects of some demographic aspects on the perception of ELF teachers. These variables were gender, educational background, and year of teaching experience. The results indicated several results regarding the relationship between the perceived importance of EFL teaching motivational strategies and the selected variables. Gender has a fairly limited significant effect on the perceived importance of the strategies whereas educational background and year of teaching experience showed more effect respectively. The study pointed out that intra-cultural aspects also influence the EFL teachers' related perception on the issue in addition to the cross-cultural aspects, which were discussed in the prior research. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01