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The impact of EFL teacher motivational strategies on student motivation to learn english in Costa Rica

Author: Madeline Asher Jones; Vera Lee-Schoenfeld; University of Georgia,; University of Georgia. Program in Linguistics.; University of Georgia Electronic Theses and Dissertations database.
Publisher: Athens, Georgia : University of Georgia, 2017.
Dissertation: M.A. University of Georgia 2017.
Edition/Format:   Thesis/dissertation : Thesis/dissertation : eBook   Computer File : English
Summary:
This paper explores the relationship between EFL (English as a Foreign Language) teacher motivational strategies and student motivation. Previous research has shown a positive relationship between EFL student motivation and student acquisition of the target language; however, little work has been done to explore what EFL teachers can do to generate, foster, and maintain the motivation of their students. The present  Read more...
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Details

Material Type: Thesis/dissertation, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Madeline Asher Jones; Vera Lee-Schoenfeld; University of Georgia,; University of Georgia. Program in Linguistics.; University of Georgia Electronic Theses and Dissertations database.
OCLC Number: 1003216521
Notes: Available online via the University of Georgia Electronic Theses and Dissertations Database.
Linguistics Program.
Directed by Vera Lee-Schoenfeld.
Description: 1 online resource (v, 46 leaves) : illustrations
Responsibility: by Madeline Asher Jones.

Abstract:

This paper explores the relationship between EFL (English as a Foreign Language) teacher motivational strategies and student motivation. Previous research has shown a positive relationship between EFL student motivation and student acquisition of the target language; however, little work has been done to explore what EFL teachers can do to generate, foster, and maintain the motivation of their students. The present study uses the MOLT scheme (as developed by Guilloteaux and Dornyei, 2008) in middle and high school classrooms in Costa Rica. Student self-reported questionnaire data was compared to student and teacher classroom observations. The study found strong positive correlations between student motivation and all aspects of the teacher's motivational practice, except "teacher discourse," suggesting that a teacher who speaks too frequently in the EFL classroom may impede student motivation.

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