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Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context

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Title: Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context
Language: English
Authors: Papi, Mostafa, Abdollahzadeh, Esmaeel
Source: Language Learning. Jun 2012 62(2):571-594.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Second Language Learning, Observation, Motivation Techniques, Academic Achievement, Teacher Motivation, Rating Scales, Foreign Countries, Correlation, Language Usage, English (Second Language), Student Motivation, Second Language Instruction, Language Teachers, Teaching Methods, Social Environment, Educational Environment, Self Concept, Secondary School Teachers, Secondary School Students
Geographic Terms: Iran
DOI: 10.1111/j.1467-9922.2011.00632.x
ISSN: 0023-8333
Abstract: The present study aims to provide observational evidence on the relationship between teachers' use of motivational strategies and students' motivated behavior in the English as a foreign language (EFL) context of Iran. To this end, 741 male learners of English from 26 secondary school classes taught by 17 teachers participated in the study. The teachers' use of motivational strategies and the students' motivated behavioral codes were measured using a classroom observation instrument originally developed by Guilloteaux and Dornyei (2008). Furthermore, the participating students completed a questionnaire that consisted of both situation-specific and general-motivational scales. Finally, a post hoc rating scale was employed to evaluate the teachers' overall motivational practice. The results showed that the teachers' motivational practice is significantly related to the students' motivated behavior. Further, while no differences were found between high-motivation and low-motivation learner groups in terms of their ideal second language (L2) selves, the low-motivation group had stronger ought-to L2 selves. The results will be discussed with reference to the socio-educational context of Iran.
Abstractor: As Provided
Number of References: 42
Entry Date: 2012
Accession Number: EJ964957
Database: ERIC
FullText Text:
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  Data: Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
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  Data: 24
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Iran%22">Iran</searchLink>
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  Data: 0023-8333
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The present study aims to provide observational evidence on the relationship between teachers' use of motivational strategies and students' motivated behavior in the English as a foreign language (EFL) context of Iran. To this end, 741 male learners of English from 26 secondary school classes taught by 17 teachers participated in the study. The teachers' use of motivational strategies and the students' motivated behavioral codes were measured using a classroom observation instrument originally developed by Guilloteaux and Dornyei (2008). Furthermore, the participating students completed a questionnaire that consisted of both situation-specific and general-motivational scales. Finally, a post hoc rating scale was employed to evaluate the teachers' overall motivational practice. The results showed that the teachers' motivational practice is significantly related to the students' motivated behavior. Further, while no differences were found between high-motivation and low-motivation learner groups in terms of their ideal second language (L2) selves, the low-motivation group had stronger ought-to L2 selves. The results will be discussed with reference to the socio-educational context of Iran.
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      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Observation
        Type: general
      – SubjectFull: Motivation Techniques
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      – SubjectFull: Language Usage
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      – SubjectFull: Student Motivation
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      – SubjectFull: Language Teachers
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      – SubjectFull: Iran
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      – TitleFull: Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context
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