Motivational research has recently shifted focus to include what role teachers, and the motivational strategies they use, play in the language learning classroom (Cheng & Dörnyei, 2007; Dörnyei & Csizer, 1998). Motivational research has traditionally gathered data from either teachers or students. However, researchers have recently been calling for a shift in focus from this individualistic perspective to evaluating motivation more holistically (Dörnyei, 2001a; Oxford, 2003; Ushioda, 2006). Nevertheless, few studies have included the opinions of both the students and teachers. This study has elicited the opinions of both students and teachers to find out which teaching practices both groups believe foster motivation in the foreign language classroom. The results indicate that students and teachers alike find teaching practices related to Teacher, Rapport, and Climate as the top three most motivational conceptual domains. Furthermore, only 3 conceptual domains, out of 17, were statistically different between groups: Task, Effort, and Comparison.
College and Department
Humanities; Center for Language Studies
BYU ScholarsArchive Citation
Ruesch, Ashley, "Student and Teacher Perceptions of Motivational Strategies in the Foreign Language Classroom" (2009). All Theses and Dissertations. 1853.
motivation, motivational strategies, motivation research, language learning, foreign language learning, teacher motivation, foreign language classroom