Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters

Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers... Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's () taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content‐analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers’ pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers’ language awareness skills become of significant importance. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Tesol Quarterly Wiley

Motivational Strategies and the Reframing of English: Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters

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Publisher
Wiley
Copyright
Copyright © 2018 TESOL International Association
ISSN
0039-8322
eISSN
1545-7249
D.O.I.
10.1002/tesq.394
Publisher site
See Article on Publisher Site

Abstract

Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's () taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content‐analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers’ pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers’ language awareness skills become of significant importance.

Journal

Tesol QuarterlyWiley

Published: Jan 1, 2018

References

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