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International Journal of English Language Education

.: Home > International Journal of English Language Education > 2014 > Volume 2 Number 1 > 1. Eun-Young Cho (Corresponding author); 2. Adisa Teo.

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.
Abstract :
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. 
Keywords :
Teachers’ motivational strategy, students’ preference, second language motivation, second language achievement, southern Thailand

Date Deposited : 26 Apr 2014 12:20

Last Modified : 26 Apr 2014 12:20

Official URL: http://www.macrothink.org/journal/index.php/ijele/article/view/4418/3611

Volume 2, Number 1, - 2014 , ISSN 2325-0887

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