How Is Students' Motivation Enhanced in English Classrooms in Unstable Socio-Political Contexts?

Autor/inn/en	Nra, Hkawn San; Vibulphol, Jutarat
Titel	How Is Students' Motivation Enhanced in English Classrooms in Unstable Socio-Political Contexts?
Quelle	In: International Journal of Educational Methodology, 6 (2020) 1, S.1-11 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Personal Autonomy; Foreign Countries; Student Motivation; Teaching Methods; Motivation Techniques; Social Influences; Political Influences; Faculty Development; Teacher Education; Language Teachers; Burma + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Individuelle Autonomie; Ausland; Schulische Motivation; Teaching method; Lehrmethode; Unterrichtsmethode; Motivationsförderung; Sozialer Einfluss; Political influence; Politischer Einfluss; Lehrerausbildung; Lehrerbildung; Language teacher; Sprachunterricht
Abstract	In a situation where life is insecure and the future seems to hang by a thread, motivating students to learn a second language that has no immediate need in their daily lives could be challenging. This article explores the motivation to learn English as a second language of students and the use of motivational strategies of English teachers in one state of Myanmar, which has undergone civil wars for more than seventy years. Sequential explanatory mixed-method research was employed to investigate this complex phenomenon. Questionnaires, classroom observations, and semi-structured interviews were used to collect the data. A pleasantly surprised finding showed that the students could still remain a certain level of motivation to learn English amidst great hardship and fear in everyday life. As for the teachers' motivational strategies, most that were observed and reported did not tend to support students' autonomy. The findings lend support to previous studies on the effects of unstable sociopolitical situations on students and teachers and highlight the needs for effective teacher trainings for pre-service and in-service teachers in such areas. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01