The Factors Influencing the Motivational Strategy Use of Non-Native English Teachers

Autor/inn/en	Solak, Ekrem; Bayar, Adem
Titel	The Factors Influencing the Motivational Strategy Use of Non-Native English Teachers
Quelle	2 (2014) 2, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2201-6333
Schlagwörter	Foreign Countries; Motivation Techniques; Foreign Nationals; English Teachers; Second Language Instruction; College Preparation; Secondary Education; Sex Role; Teaching Experience; Study Abroad; Universities; High Schools; Private Schools; Self Esteem; Questionnaires; Statistical Analysis; Correlation; Turkey + Suchen Sie Ihr Suchwort? Ausland; Motivationsförderung; Ausländer; Ausländerin; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; Sekundarbereich; Geschlechterrolle; Studies abroad; Auslandsstudium; University; Universität; High school; Oberschule; Private school; Privatschule; Self-esteem; Selbstaufmerksamkeit; Fragebogen; Statistische Analyse; Korrelation; Türkei
Abstract	Motivation can be considered one of the most important factors determining success in language classroom. Therefore, this research aims to determine the variables influencing the motivational strategies used by non-native English teachers in Turkish context. 122 non-native English teachers teaching English at a state-run university prep school participated in this research and Motivational Strategies Questionnaire prepared by Cheng & Dörnyei (2007) was used as a data collection instrument. The questionnaire was composed of two sections. In the first section, demographic data were collected about the gender, years of experience, types of schools served and the state of attendance abroad of the participants. The second section involved ten scales and totally 48 items ranging from often to never. The results of the study revealed that English teachers used each motivational strategy more than average and there was no significant difference between motivational strategy use and gender, the year of experience, the type of school of served and the state of attendance abroad. An appendix presents the Motivational Strategy Questionnaire (Cheng and Dörnyei, 2007) Scale and Constituents. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01