Libyan teachers' beliefs on the importance of using motivational strategies in otivating primary school's learners

Azitoni, Remal (2021) Libyan teachers' beliefs on the importance of using motivational strategies in otivating primary school's learners. Alford Council of International English & Literature Journal (ACIELJ), 4 (2). pp. 8-23. ISSN 2581-6500


Abstract

The paper investigates English Foreign Language (EFL) teachers’ beliefs about the importance of using motivational strategies with formative learners (aged 11-12) of English in Libyan public schools.The study employs a large scale empirical survey to collect the data. Seventy six EFL teachers rank a list of 48 motivational strategies on a Likert scale (1-6) from‘not important’ (1) to ‘very important’ (6). The quantitative results reveal 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 encompass ‘proper’ teacher behaviour, encouraging learners’ self-confidence, recognizing students’ efforts and creating a productive and relaxed classroom climate. Less importance areattached 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: 07 Mar 2022 02:58
Last Modified: 17 Mar 2022 00:18
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)
13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390304 Primary education
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3901 Curriculum and pedagogy > 390108 LOTE, ESL and TESOL curriculum and pedagogy
Identification Number or DOI: doi:10.37854/ACIELJ.2021.4202
URI: http://eprints.usq.edu.au/id/eprint/46290

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