EFL teachers' behavior of using motivational strategies: The case of teaching in the Korean context |
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| Institution: | 1. International Graduate School of English, Department of ELT, 89 Yangjae-daero 81-gil, Gangdong-gu, Seoul 05407, Republic of Korea;2. University of Nottingham, School of English, University Park, Nottingham NG7 2RD, United Kingdom;3. Jubail Industrial College, The English Language Institute, Jubail Industrial City 31961, P. O. Box 10099, Saudi Arabia |
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| Abstract: | While studies have investigated the role of motivation in learning and teaching, research on teachers' motivational strategies remains scarce. This study examined the motivating behavior of in-service teachers of English in Korea (N = 12). Videotapes of the teachers' classes were analyzed based on Keller's ARCS model using NVivo, revealing that the teachers did not effectively utilize motivational strategies or tactics, except for attention. Additionally, teachers' motivational strategies were correlated positively with their language proficiency but negatively with teaching experience. Finally, teachers' motivational strategies were shown to be grounded in traditional teacher-centered approaches rather than the promotion of student ownership of learning. |
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| Keywords: | Motivation Motivational strategies EFL teacher Teaching experience Language proficiency |
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