International Journal of English Language Education
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EIL Teachers’ Motivational Strategies and Students’ Preference in the Deep Southern Part of Thailand
1. Eun-Young Cho (Corresponding author); 2. Adisa Teo.
1. M.A. student, Department of Languages and Linguistics, Faculty of Liberal Arts Prince of Songkla University, Hat Yai Campus, Songkhla, Thailand; 2. Assoc. Prof. Dr., Department of Languages and Linguistics, Faculty of Liberal Arts Prince of Songkla University, Hat Yai Campus, Songkhla, Thailand.
This study aims to investigate what motivational strategies are used by Thai EIL teachers,
students’ preference, and whether there is a difference between teachers’ use of motivational
strategies and students’ preference for them. It is important to discover dynamics between
these two variables, since motivational strategies used by English teachers are considered
driving forces to enhance students’ L2 motivation. Furthermore, it has been proven that more
motivated students can produce better achievement in L2 learning through previous research.
Altogether 77 EIL teachers in all six governmental secondary schools in the three southern
most cities in Thailand, namely Pattani, Yala, and Narathiwas and their 219 M.3 (Grade 9)
students were included. Questionnaires for the teachers and students were main instruments
designed to elicit how often the teachers use each motivational strategy among a total of 28
motivational strategies and how much each strategy was preferred by these M.3 students.
Descriptive statistics was used to report the mean values of the frequency levels of
motivational strategy use and those of the agreement levels of students’ preference for
motivational strategies. T-test was applied to discover a difference between these two
variables. The results indicated that the teachers equally use innovative and traditional
strategies while students prefer innovative strategies slightly more than traditional ones. Last, a significant difference was found between the teachers’ use of motivational strategies and the
students’ preference. The difference was greater among innovative strategies than among
traditional ones meaning some innovative strategies were not used as much as they were
preferred by the students, and vice versa.
Teachers’ motivational strategy, students’ preference, second language motivation, second language achievement, southern Thailand
Date Deposited : 26 Apr 2014 12:20
Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/4418/3611
Last Modified : 26 Apr 2014 12:20
Volume 2, Number 1, - 2014 , ISSN 2325-0887
Full Text Original