Exploring motivation in FE adult language settings: Zoltan Dörnyei’s strategies to enhance learner motivation

Abstract

The teacher’s use of motivational strategies in the classroom is commonly believed to increase student motivation, yet there is limited experimental evidence to support this claim. This action research study explored the impact(s) of motivational practices of an ESOL teacher on students’ second language learning motivation and motivated classroom behaviour in an FE college in England. Data regarding the applied motivation teaching strategies by teachers were collected using a series of lesson observations and the findings were cross-examined by two trained teachers independently to ensure the reliability of the collected data. ESOL students were recruited voluntarily and their motivational behaviour was measured by questionnaires, motivational-adapted observation sheets, and interviews.

In the main study, eight groups from eight classes selected to participate. The results compared between the groups that received the motivation teaching strategies and those that did not receive the teaching intervention, aiming to uncover students’ reactions to these strategies.

Results, derived from both quantitative and qualitative data, revealed that integrating motivational teaching strategies into the content and processes of L2 instruction and teaching in general correlates with different levels of motivation. Responses from student participants indicated a direct relationship between language teachers’ motivational teaching practices and increased levels of motivated learning performance. This outcome was observed following the implementation of a set of teaching interventions aimed to generate motivation.