An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers

Autor/inn/en	Chen, Xiaosu; Vibulphol, Jutarat
Titel	An Exploration of Motivational Strategies and Factors That Affect Strategies: A Case of Chinese EFL Teachers
Quelle	In: International Education Studies, 12 (2019) 11, S.47-58 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Self Determination; Learning Motivation; Psychological Needs; Personal Autonomy; English (Second Language); Second Language Learning; Second Language Instruction; Learning Strategies; Correlation; Context Effect; Public Schools; Teacher Attitudes; Faculty Development; Teaching Methods; Language Teachers; Foreign Countries; Case Studies; Secondary School Teachers; Grade 10; Teacher Student Relationship; Teacher Role; China + Suchen Sie Ihr Suchwort? Selbstbestimmung; Motivation for studies; Lernmotivation; Individuelle Autonomie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation; Public school; Öffentliche Schule; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Ausland; Case study; Fallstudie; Case Study; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehrerrolle
Abstract	Based on Self-determination theory, learners' motivation can be enhanced when the psychological needs--competence, autonomy, and relatedness--are satisfied (Ryan & Deci, 2017). In English as a second language classrooms, teachers can play an important role in this; however, their motivational strategies may be influenced by their beliefs and contextual factors (Hornstra, Mansfield, van der Veen, Peetsma, & Volman, 2015). In this case study, six EFL classrooms in a public school in Northwest China were observed over the period of five weeks. The teachers were interviewed after each observation and at the end of the observation period to explore the relationships among factors that may affect the teachers' use of motivational strategies, namely teacher beliefs and pressure from "above" and from "below". The data were analyzed qualitatively using the coding method. The findings revealed a discrepancy between teacher beliefs and motivational practices. All of the teachers regularly exercised controlling strategies regardless of their beliefs in the value of motivation. Nevertheless, relationships between motivational practices and contextual factors were found. These findings suggest the needs for effective teacher professional development on the use of motivational strategies to enhance intrinsic motivation. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/ies
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01