Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers

Autor/in	Alharbi, Aisha T.
Titel	Exploring Motivational Strategies Practiced by Saudi High School Female EFL Teachers
Quelle	In: English Language Teaching, 13 (2020) 6, S.109-117 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	High School Teachers; Teaching Methods; Language Teachers; Second Language Learning; Second Language Instruction; English (Second Language); Females; Private Schools; Teacher Behavior; Motivation Techniques; Foreign Countries; Teacher Attitudes; Public Schools; Correlation; Instructional Materials; Learning Motivation; Textbook Preparation; Saudi Arabia + Suchen Sie Ihr Suchwort? High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Weibliches Geschlecht; Private school; Privatschule; Teacher behaviour; Lehrerverhalten; Motivationsförderung; Ausland; Public school; Öffentliche Schule; Korrelation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Motivation for studies; Lernmotivation; Lehrbucharbeit; Saudi-Arabien
Abstract	This study looked into Saudi female English as a Foreign Language (EFL) teachers' perception of their motivational practices in the actual classroom in public and private schools. Forty (n=40) EFL teachers filled out a questionnaire consisting of forty-four motivational strategies that were based on a five-point Likert scale ranging from "very important" to "not important." Descriptive statistics have been used to determine the most and the least important teaching strategies viewed by EFL teachers in private and public schools. To determine if there was any difference between private and public schools' teachers on how they viewed each strategy in terms of importance, inferential statistics, t-test has been implemented. The study revealed that participants in both educational contexts indicate that "teachers' proper behavior" is the most significant motivational strategy while "having an encouraging environment" in the EFL classroom was ranked the least important strategy. The findings show that there existed a striking similarity between the two sets of teachers in regard to their perceptions of the importance of motivational strategies. The study suggests that English-as-a-Second-Language book planners should keep textbook materials in harmony with motivational strategies practiced by EFL teachers. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01