CIVILICA We Respect the Science
(ناشر تخصصی کنفرانسهای کشور / شماره مجوز انتشارات از وزارت فرهنگ و ارشاد اسلامی: ۸۹۷۱)

گواهی نمایه سازی مقاله Students’ Perspectives on How to Foster Motivation in Classrooms

عنوان مقاله: Students’ Perspectives on How to Foster Motivation in Classrooms
شناسه (COI) مقاله: TELT01_283
منتشر شده در اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی در سال ۱۳۹۲
مشخصات نویسندگان مقاله:

Ali Soyoof - Islamic Azad University, Shiraz branch
Mohammad Jokar - Shiraz State University

خلاصه مقاله:
Motivation is deemed as an influential factor that can facilitate language learning. Scholars are interested in finding ways to enhance students’ motivation within their classrooms. Experts in the spheres of language teaching propose several strategies to enhance students’ motivation. Traditionally, motivational psychologists have mainly been attended to what motivation is rather than the methods of utilizing this knowledge to motivate learners(Guilloteaux & Dörnyei,2008). Recently, Nevertheless, more and more researchers have intended to find out the pedagogical implications of research by benefiting from motivational strategies (for further information in educational psychology, see, e.g., Brophy, 2004; Ginsberg & Wlodkowski, 2000; Pintrich & Schunk, 2002; within the area of language education, see, e.g., Alison & Halliwell, 2002; Dörnyei, 2001, 2006; Williams & Burden, 1997). Accordingly, research in the realms of motivation has reached a level of maturity in which theoretical progresses have started to inform methodological developments. This article has been shared this interest. The motivational strategies mentioned in the literature are generally rooted in sound theoretical considerations. However, little research has been done to answer an important question: Are those suggested techniques actually effective in language classrooms? This issue was already accentuated on by Gardner and Tremblay (1994) over a decade ago. In reflecting on the potential usefulness of motivational strategies, they maintained that, from a scholastic point of view, intuition by itself and without any empirical evidence cannot be deemed as an enough avenue to justify strong claims in favor of using such strategies. They therefore proposed that motivational strategies should be considered merely as hypotheses to be tested and highlighted a number of possible pitfalls that such research should avoid. The possible discrepancy between the assumed and the actual motivational power of certain motives or motivational strategies is indeed a real concern, which is well reflected in the title of a recent article by Chen, Warden, and Chang (2005), Motivators That Do Not Motivate. Although those investigations have their own merits, students’ view on how to incubate motivation within the context of the classroom is of more significance. This investigation aims to uncover students’ view on what strategies tap into motivation within their classrooms. To obtain this information 7 Iranian EFL learners have been interviewed. By utilizing these motivational strategies, teachers can rekindle the flames of enthusiasm among their students and hence, enhance learning. The findings of this study display that several strategies are more effective in enhancing students’ motivation namely, providing enough humor, being attentive to students, giving students self-confidence and also making students understand the goals and benefits of each course.

کلمات کلیدی:
Motivation, Motivational strategy,

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