The Effects of L2 Motivational Strategies: Within and beyond the L2 Classroom

Autor/inn/en	Lee, Tim S. O.; Gardner, David; Lau, Ken
Titel	The Effects of L2 Motivational Strategies: Within and beyond the L2 Classroom
Quelle	In: Innovation in Language Learning and Teaching, 14 (2020) 5, S.451-465 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Tim S. O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2019.1620240
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Learning Motivation; Teaching Methods; Motivation Techniques; Intervention; Behavior Change; Attitude Change; Independent Study; Learner Engagement; Educational Benefits; Instructional Materials; College Students; Diaries; Student Attitudes; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Motivation for studies; Lernmotivation; Teaching method; Lehrmethode; Unterrichtsmethode; Motivationsförderung; Attitudinal change; Einstellungsänderung; Selbststudium; Bildungsertrag; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Collegestudent; Diary; Tagebuch; Schülerverhalten; Ausland; Hongkong
Abstract	Previous studies have associated L2 teachers' use of motivational strategies with learners' motivated behaviours in class such as raised attention and participation. The after-class effects of L2 motivational strategies, in contrast, have drawn less attention. This paper reports a study examining how L2 teachers' motivational interventions cause changes in learners' perceived attitudes and behaviours, both within and beyond the L2 classroom. To this end, 84 reflective journals were collected over one semester from 42 tertiary students in Hong Kong enrolled in a range of English courses. The results indicate that reported increases in the use of additional self-learning materials, attempts to put newly acquired English knowledge into practice, efforts to reduce mistakes, and in-class engagement were attributable to L2 teachers' motivational efforts. This provides evidence that the benefits brought by L2 teachers' motivational practice can transcend the classroom. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01