Izvorni znanstveni članak
https://doi.org/10.38003/sv.72.2.5
Teachers’ motivational behaviour and students’ motivation in EFL classes
Magda Pašalić
orcid.org/0000-0002-9335-9121
; Ekonomski fakultet, Sveučilište u Splitu
Sažetak
In order to have a better command of English as a foreign language (EFL) students who acquire
it require support from their English teachers. English teachers should perceive the significance of their
motivational behaviour in classrooms. It is expressed in specific motivational strategies they use in foreign
language classes. This paper focuses on English as a Foreign Language (EFL) teachers’ motivational
strategies and their correlation with students’ motivation to learn EFL. These two factors belong to
fundamental factors in the area of teaching EFL.
Research carried out among 3rd year secondary students and their English teachers will be presented and
discussed. The results include teachers’ assessment of the frequency of using motivational strategies as
well as the correlation of motivational strategies with students’ motivation to learn English. Teachers’
motivational strategies are grouped in macrostrategies. The results specify which macrostrategies
correlate well with students’ motivation in the Croatian educational context. The issue that needs to be
examined in future researches is the lack of statistically significant correlations between particular
macrostrategies and students’ motivation to learn English. The aim of the paper is to explore benefits and
implications of the correlation of English teachers’ motivational strategies and their students’ motivation
to learn English and to increase teacher practitioners’ awareness of the importance of the analysed factors.
Ključne riječi
EFL classes, EFL motivation, EFL teachers, motivational strategies
Hrčak ID:
314527
URI
Datum izdavanja:
1.12.2023.
Posjeta: 497 *