Teachers’ Perceptions of the Use of Motivational Strategies in the Foreign Language Classroom. The Case Study of Private School Teachers in Tizi-Ouzou.
| dc.contributor.author | Mallek Emilia | |
| dc.contributor.author | Ouffar Amel | |
| dc.date.accessioned | 2024-09-15T08:52:55Z | |
| dc.date.available | 2024-09-15T08:52:55Z | |
| dc.date.issued | 2022 | |
| dc.description | 75p. : Ill. en coul. ; 30cm(+CD-Rom) | |
| dc.description.abstract | This study explored the motivational strategies used by EFL (English as a Foreign Language) teachers in private schools and their perceptions of these strategies' importance and effectiveness in the language learning process. The research centres on three key objectives. First, it seeks to identify the motivational strategies employed by teachers and assesses their frequency of application in EFL private schools’ classes. Second, it aims to investigate teachers' perceptions regarding the significance of these motivational strategies in enhancing pupils’ motivation to learn English as a foreign language. Third and last, it seeks to explore the correlation between motivational strategies, students' motivation, and language learning outcomes. To achieve these objectives, Cheng and Dornyei's (2007) theoretical framework serves as the guiding lens. A mixed-methods research approach is adopted by combining both quantitative and qualitative methods. In order to collect the data, questionnaires consisting of two sections (frequency of use / perceived importance), are administered to forty EFL private school teachers across different regions in Tizi-Ouzou. The interview involved five EFL teachers from different private schools’ settings. Quantitative data are analysed through Descriptive Statistics, while qualitative data are analysed using Qualitative Content Analysis. The results disclose that EFL private school teachers employ diverse motivational strategies in their classrooms. Furthermore, findings indicate that EFL teachers in private schools recognize the significance of existing motivational strategies in foreign language learning and acquisition, considering them highly effective for EFL education. Crucially, this research establishes a clear link between the implementation of motivational strategies, students' motivation levels, and their learning outcomes. | |
| dc.identifier.citation | Language and Communication | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/24337 | |
| dc.language.iso | en | |
| dc.publisher | Mouloud Mammeri University | |
| dc.subject | Foreign Language Learning | |
| dc.subject | Motivational Strategies | |
| dc.subject | Mixed Methods research | |
| dc.subject | Private Classrooms | |
| dc.subject | QCA | |
| dc.subject | Teachers’ Perceptions | |
| dc.title | Teachers’ Perceptions of the Use of Motivational Strategies in the Foreign Language Classroom. The Case Study of Private School Teachers in Tizi-Ouzou. | |
| dc.type | Thesis |