Abstract

Motivation in language learning has been studied for quite a long time. However, the main focus has been on motivation in face-to-face learning environments. Motivation in online learning can be different due to many factors. This study compared how a language instructor used motivational strategies in face to-face vs. Zoom classes; and how students reacted to these motivational strategies. For these purposes the Motivational Orientation of Language Teaching (MOLT) was used for observations. Results showed that while the teacher used many of the same motivational strategies in both sections, some categories like Social Chat, Referential Questions and Volunteering had significantly higher scores in face-to-face classes. Results suggest that good teaching is good teaching, however remote classes offer differ affordances and such courses require careful planning.

Degree

College and Department

Humanities; Center for Language Studies

Rights

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