Revealing teachers’ motivational strategies in Libyan English as a Foreign Language Classrooms

Azitoni, Remal and Dashwood, Ann ORCID: https://orcid.org/0000-0002-7311-3765 and Lawrence, Jill ORCID: https://orcid.org/0000-0002-4163-8698 (2020) Revealing teachers’ motivational strategies in Libyan English as a Foreign Language Classrooms. International Journal of Psychosocial Rehabilitation, 24 (4). pp. 762-771. ISSN 1475-7192

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Abstract

In recent years, a positive consensus has emerged about how effective it is for teachers to use motivational strategies with formative learners of English as a foreign language. This study investigates its significance in Libyan primary public schools. The study employed a large scale empirical survey to collect the data. Seventy-six EFL teachers ranked a list of 48 motivational strategies on a Likert scale (1-6) from‘not important’ (1) to ‘very important’ (6). The quantitative results revealed that EFL teachers believed motivational strategies were highly relevant in motivating learners in the early stages of learning English as a foreign language. The four most important motivational clusters encompassed ‘proper’ teacher behaviour, encouraging learners’ self-confidence, recognizing students’ efforts and creating a productive and relaxed classroom climate. Less importance was attached to strategies related to increasing learners’ goal-orientedness, familiarising learners with second language (L2) values, promoting learners’ autonomy, and promoting group cohesiveness and group norms.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 18 Jun 2021 05:29
Last Modified: 13 Jul 2021 03:01
Uncontrolled Keywords: English as a Foreign Language, motivational teaching strategies, EFL teachers in Libyan schools, formative learners in primary schools.
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori)
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390108 LOTE, ESL and TESOL curriculum and pedagogy
Identification Number or DOI: doi:10.37200/IJPR/V24I4/PR201049
URI: http://eprints.usq.edu.au/id/eprint/42250

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