This study investigated the connection between teacher use of motivational strategies and observable learner motivated behavior in an adult Intensive English Program (IEP) in the United States. The question of whether teachers would find value in being specifically trained in the use of motivational strategies as part of teacher educations programs was examined. Eight teachers and 117 students were observed over the course of 24 classes using a classroom observation instrument, the motivation orientation of language teaching (MOLT), originally developed by Guilloteaux and Dörnyei (2008) and modified by the current researchers. The MOLT observation scheme allowed for real-time coding of observable learner motivated behaviors and teacher motivational behaviors based on Dörnyei's (2001) motivational strategy framework for foreign language classrooms. Postlesson teacher evaluations completed by both the observer and the teacher formed part of the measure of teacher motivational practice. Additionally, teachers attended up to two training sessions, responded to postlesson interview questions and completed a feedback survey. The results validate the previous findings that teacher motivational practice is strongly related to learner motivated behavior. Additionally, results show that teachers find value in motivational strategy training.
College and Department
Humanities; Linguistics and English Language
BYU ScholarsArchive Citation
Thayne, Shelby Werner, "Facilitating Language Learner Motivation: Teacher Motivational Practice and Teacher Motivational Training" (2013). Theses and Dissertations. 4026.
motivation, motivational strategies, L2 motivation, teacher motivational practices, language teaching, language learning, teacher training, English as a second language, ESL, Intensive English Program, IEP