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Stroke Effect of English Teachers on the Learners' L2 Motivational Self-System

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Title: Stroke Effect of English Teachers on the Learners' L2 Motivational Self-System
Language: English
Authors: Naderi, Samaneh, Ajmal, Muhammad, Keezhatta, Muhammed Salim, Alam, Sohaib
Source: TESOL International Journal. 2021 16(2):106-121.
Availability: English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Teachers, Content Analysis, Teacher Behavior, Verbal Communication, Teacher Student Relationship, Learning Motivation, Student Attitudes, Teaching Methods, Learning Experience, Females, Foreign Countries, Pretests Posttests
Geographic Terms: Iran
ISSN: 2094-3938
Abstract: This study investigated the effect of English teachers' stroking behaviors including positive verbal conditional (PVC), negative verbal conditional (NVC) and no stroke (NS) on the learners' motivation within Dörnyei's Theory of L2 Motivational Self-System. Sixty intermediate EFL learners were chosen as the participants. They were randomly divided into three groups each consisting 20 learners. The motivation questionnaire was administered for three groups to evaluate their level of motivation before treatment implementation. The same content was instructed by one teacher for all three groups. Each group received one type of determined three strokes. At the end of the term, the very motivation questionnaire was applied again for three groups. In addition to the questionnaire, the researcher had interviews with 24 members of participants about their attitude towards the effect of the kind of stroke which they experienced. Analysis of variance (ANOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis were used. The results showed that the teacher's stroking behaviors had significant effects on the learners' language learning motivation. Moreover, there were significant differences among the three types of strokes on three subcategories of L2 Motivational Self-System. The results of the interviews confirmed the quantitative data analysis findings.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1329705
Database: ERIC
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  Data: Stroke Effect of English Teachers on the Learners' L2 Motivational Self-System
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  Data: <searchLink fieldCode="SO" term="%22TESOL+International+Journal%22"><i>TESOL International Journal</i></searchLink>. 2021 16(2):106-121.
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  Data: English Language Education Publishing. Site Skills Training - Clark, Centennial Road, Clark Freeport Zone, Clark, Pampanga 2023, Philippines. e-mail: asianefl@gmail.com; Web site: https://www.elejournals.com/tesol-international-journal/; Web site: https://www.tesol-international-journal.com/
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  Data: 16
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Content+Analysis%22">Content Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Communication%22">Verbal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Experience%22">Learning Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Females%22">Females</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: 2094-3938
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated the effect of English teachers' stroking behaviors including positive verbal conditional (PVC), negative verbal conditional (NVC) and no stroke (NS) on the learners' motivation within Dörnyei's Theory of L2 Motivational Self-System. Sixty intermediate EFL learners were chosen as the participants. They were randomly divided into three groups each consisting 20 learners. The motivation questionnaire was administered for three groups to evaluate their level of motivation before treatment implementation. The same content was instructed by one teacher for all three groups. Each group received one type of determined three strokes. At the end of the term, the very motivation questionnaire was applied again for three groups. In addition to the questionnaire, the researcher had interviews with 24 members of participants about their attitude towards the effect of the kind of stroke which they experienced. Analysis of variance (ANOVA), multivariate analysis of covariance (MANCOVA), and qualitative content analysis were used. The results showed that the teacher's stroking behaviors had significant effects on the learners' language learning motivation. Moreover, there were significant differences among the three types of strokes on three subcategories of L2 Motivational Self-System. The results of the interviews confirmed the quantitative data analysis findings.
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  Data: 2022
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  Data: EJ1329705
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 106
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Content Analysis
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Verbal Communication
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Learning Experience
        Type: general
      – SubjectFull: Females
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
      – SubjectFull: Iran
        Type: general
    Titles:
      – TitleFull: Stroke Effect of English Teachers on the Learners' L2 Motivational Self-System
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            NameFull: Naderi, Samaneh
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            NameFull: Ajmal, Muhammad
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            NameFull: Keezhatta, Muhammed Salim
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            NameFull: Alam, Sohaib
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