خلاصة:
Motivation raising strategies are frequently used in English as a Foreign
Language (EFL) classes; nevertheless, learners’ perceptions of such strategies
used by language teachers have not sufficiently been explored. Also, there are
not enough studies on differences and similarities between more and less
proficient EFL learners regarding this issue. To scrutinize this topic, a groups of
more (No=50) and less proficient EFL learners (No=50) participated in this study
by completing to a validated, researcher-made questionnaire with a five-point
Likert type format. Non-parametric Mann-Whiteny U test was run in the SPSS
ver. 23 to check the differences between the two groups. The results of the study
verified that, regardless of each individual scale in the utilized questionnaire,
overall, the more proficient ones manifested significantly less perceptions on
teachers’ motivation raising strategies based on the total estimated mean ranks
compared with the less proficient learners. However, within the surveyed scales,
only in the classroom atmosphere scale, the results showed that the less
proficient learners were more mindful of teacher strategies for motivation
raising. The findings from this study have implications for motivation raising
strategy instructions for a language classroom.
ملخص الجهاز:
extrinsic motivation, intrinsic motivation, more and less proficient EFL learners, perception, motivation raising strategy Keywords: Introduction Motivation has been a vital research topic in Second Language Acquisition (SLA)research for more than five decades and has been realized as an important cause of language learning and teaching success(Dornyei, 2001; Csizér & Dörnyei, 2005).
Recently, L2 researchers agree that motivation in a second language (here, English) develops independently although some behavioral, cultural, social, and psychological complexities are involved (Dörnyei & Ushioda, 2011).
The term has been developed by well- known figures who have done outstanding researches on motivation, among whom one may refer to some major ones like Brophy, 1998; Brown, 2000; Brown, 2001; Cook, 1991; Crookes, 2003; Csikszentmihalyi, 1997; Deci& Ryan, 1985b; Dörnyei, 2001a; Dörnyei, 2001b; Dörnyei, 2002a; Dörnyei, 2002b; Dörnyei, 2003; Dörnyei & Cziser, 1998; Lightbown & Spada, 1999; Lowman, 1990; Noels, Clement, & Pelletier, 1999; Noels, 2003; Pintrich & Schunk, 1996; Raffini, 1996; Reeve, Bolt & Cai,1991;Ushioda,1996; VanLier, 1996; Wentzel, 1999; Williams & Burden, 1997;Wlodkowski, 1999; Wu, 2003, etc (see Taspinar, 2004).
Teachers' multi-dimensional roles for motivational strategies in EFL classes Researchers investigated positive actions to be applied by teachers and ways through which learners’ motivation could be affected (Dörnyei, 1994, 2001a; Dörnyei & Csizér,1998; Jacques 2001; Tanaka 2005).