Teachers’ Use of Motivational Strategies in the EFL Classroom: A Study of Hungarian High Schools

Abstract

The present study investigates English as a Foreign Language (EFL) teachers’ use of motivational strategies (MS) in Hungarian high schools. It also seeks to identify whether students recognize these strategies. Keller’s (2010) motivational model was employed through the instructional materials motivational survey (IMMS) questionnaire that was translated into Hungarian. A population of 117 Hungarian high school students from grades 9 to 12 filled out questionnaires on their teachers’ use of MS, and 62 high school teachers completed the same questionnaire to report their MS. Classroom observa- tions were also conducted following the Motivational Orientation of Language Teaching (MOLT) scheme proposed by Guilloteaux and Dörnyei (2008). For each grade, face-to-face and online classes were observed. Quantitative and qualitative methods were used to process the data. The results show that teachers’ mean scores for all the ARCS categories were higher than those of students, with significant differences between students’ and teachers’ views on attention and relevance. Teachers reported using satisfaction-generating strategies most often, while the observation results indicated that the most frequently used strategy was attention. Students’ grades had no correlation with students’ perception of the use of MS, which might be due to the homogeneity of the sample selected.

The Effects of Teacher's Motivational Strategies on Efl Learner's Speaking Ability in Junior High School

“…It assumed that there is a significant difference between the experimental and control groups. It was also supported by Kouraichi & Lesznyák (2022); Moskovsky et al (2013) argued that motivational strategies have generated a significant increase in learners' L2 motivation and self-esteem in the class. Furthermore, Lee et al (2020); Sugita & Takeuchi (2010); Vibulphol (2016) also mentioned that a variety of motivational strategies work well in improving learner's speaking ability and enhancing learner's motivation to learn language in their classrooms.…”

“…The researcher concluded that learners in experimental group are more confident and not fear of making mistake. It was supported by Dörnyei (2001); Kouraichi & Lesznyák (2022) stated that teacher's motivational strategies influence learner's motivation and learner's confidence. Based on the field notes, teachers are trying to encourage learner to do not afraid to make a mistake when speaking English.…”

“…These four conditions will be the researcher's main model or references in deciding motivation way that will be given to learners in order to improve their speaking ability. Some studies proved that the motivational strategies were important (Deniz, 2010) and effective in the L2 teaching learning process (Cacho & Frondoso, 2018;Kouraichi & Lesznyák, 2022). By applying motivational strategies, teacher can make attractive lesson (Cacho & Frondoso, 2018) which influence learner's motivation and increase learner's confidence and also score that indicates their successful language learner (Kouraichi & Lesznyák, 2022).…”

“…Some studies proved that the motivational strategies were important (Deniz, 2010) and effective in the L2 teaching learning process (Cacho & Frondoso, 2018;Kouraichi & Lesznyák, 2022). By applying motivational strategies, teacher can make attractive lesson (Cacho & Frondoso, 2018) which influence learner's motivation and increase learner's confidence and also score that indicates their successful language learner (Kouraichi & Lesznyák, 2022). Besides increasing learner's confidence (Kouraichi & Lesznyák, 2022), motivational strategies also involve learner's behavior (Lee et al, 2020) and affect teachers' and learners' ambition and enthusiasm to success in teaching learning process (Deniz, 2010).…”

“…By applying motivational strategies, teacher can make attractive lesson (Cacho & Frondoso, 2018) which influence learner's motivation and increase learner's confidence and also score that indicates their successful language learner (Kouraichi & Lesznyák, 2022). Besides increasing learner's confidence (Kouraichi & Lesznyák, 2022), motivational strategies also involve learner's behavior (Lee et al, 2020) and affect teachers' and learners' ambition and enthusiasm to success in teaching learning process (Deniz, 2010). In achieving successful motivational strategies, the importance of teachers' contributions is needed in improving EFL learners' communicative skills and it was proven by Halima (2018), but teacher must think a variety of motivational strategies to ensure that it works well in improving learner's speaking ability and enhancing learner's motivation to learn language in their classrooms (Lee et al, 2020;Sugita & Takeuchi, 2010;Vibulphol, 2016).…”