The feasibility of motivational strategies in language classrooms: A tentative teacher-oriented definition

The feasibility of motivational strategies in language classrooms: A tentative teacher-oriented definition

• Lee, Tim S. O. The Hong Kong Polytechnic University
• Pun, Daniel H. Y. The Hong Kong Polytechnic University

Teaching & Teacher Education, 106(0), 2021

Elsevier

2021

• C 教學心理學
  • CC 學習動機
• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換

Motivation Motivational Strategies Feasibility EFL

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

In the last two decades, the same three parameters (frequency of use, importance, and effectiveness) of motivational strategies in language classrooms have been thoroughly researched. This study proposes establishing an additional parameter of feasibility to gauge the overall ease of using motivational strategies. A questionnaire survey on 116 motivational strategies was conducted among 58 Hong Kong teachers of English as a foreign language (EFL). After that, 20 of them participated in focused group interviews to provide further comments. Nine feasibility-related factors pertinent to students, the teacher, and the educational context were identified, which contribute to a tentative and concise definition. • Certain parameters of motivational strategies have been widely researched. • A new parameter of feasibility in language teaching contexts is called for. • Student-, teacher- and context-specific factors were identified by English teachers. • A concise definition of the new feasibility parameter is proposed. • The feasibility parameter is noticeably different from the effectiveness one. Copyright © 2021 Elsevier.

• 英文

期刊論文

• 0742051X

• 10.1016/j.tate.2021.103470

https://bibliography.lib.eduhk.hk/tc/bibs/586b28ed

2022-04-20