Lebanese International University

School of Education

Department of Education

Teaching English Language and Literature at Secondary Classes

Manal Sharab Ramadan

The Effects of Selected Motivational Strategies on Student Motivation to

Become Gradually More Interested in Learning the Second Language

Mini Thesis

Submitted in partial Fulfillment to

Dr. Anwar Kawtharani

Educational Practices

Fall 2013

Beirut Campus

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TABLE OF CONTENT:

1. Introduction …………………………………………………………………...3

2. Theoretical Background ………………………………………………….…6

3. Research Methodology ………………………………………………………..20

4. Results of the research ………………………………………………………45

5. Conclusion ……………………………………………………………………. 55

6. Appendix 1

Chart 1 ……………………………………………………………….…… 60

Chart 2 …………………………………………………………………… 61

Chart 3 …………………………………………………………….……… 62

Chart 4 ……................................................................................................. 63

Chart 5.......................................................................................................... 64

7. Bibliography …………………………………………………………………. 65

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1. Introduction

The researcher started her secondary school teaching in September 2006 and

from the very short teaching experience in secondary classes, she has come across some

demotivated learners studying English and hence the interest in this subject arose. On

the basis of personal experience in the classroom, the researcher came to the opinion

that it would be possible to better motivate these students to learn English and hence

more fully engage them in the subject matter.

At the end of the school year 2006/2007, the researcher asked grade 10 learners

3 simple questions, “What did you like in my classes?”, “What did you not like in my

classes?”, and “What would you change in my classes?”. She was surprised by their

responses. Some of them said they had started to like English and that they could

finally understand the subject matter, so the researcher started to be interested in the

reasons why the learners’ attitudes had changed; as a result, she decided to explore the

possible methods to further motivate current and prospective students.

The researcher conducted study to find out whether a teacher is able to motivate

his or her students and, if so, how alongside with whether it is possible to motivate all

the demotivated students as well as the less interested ones all in the aim of turning the

passive learners into active ones and to turn the reluctant learners into willing ones.

As a result, the researcher conducted an experimental longitudinal research at a

Secondary School in Beirut, where she teaches 5 different secondary classes. Initially,

she wanted to conduct the research in all groups, but upon realising that it would not be

feasible because the students had already been under the researcher’s teaching influence

for six months, and she did not know the initial state of their motivation and

demotivation. Therefore, the decision was to conduct the research on the new students –

the first secondary grades of the scholastic year 2007/2008.

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The study has required the collection of quantitative data, and as a measuring

tool to use questionnaires with closed-ended questions.

At the beginning of the school year 2007/2008, the researcher administered

grade 10 students a questionnaire focused on their attitudes towards learning English

and towards the sources of their motivation or demotivation to study the subject matter.

After that, she started directing a longitudinal study, lasting from September 2007 to

February 2008 applying 14 selected motivational strategies to enhance students’

motivation and grow their interest in the subject matter during the study. At the end of

the research, the researcher administered the same questionnaire again with the aim of

comparing the students’ responses from September to February to see whether their

attitudes had changed and whether they had become more interested in learning the

English language.

The researcher’s presumption before the research had been that it is possible to

motivate demotivated students of English to become more interested in learning

English. The aim of this study was to confirm this presumption and to evaluate the

effectiveness of the selected motivational strategies.

The second part of the study outlines the theoretical background on motivation,

the main challenges of motivation research, theories of motivation in psychology, the

teachers´ motivational influence, motivation to learn a foreign/second language, student

demotivation, four big barriers to motivation and motivational strategies. The

theoretical part was important for the practical part, which follows.

The third part of the research deals with research methodology. First, the

research problem was defined, and then the research questions, which were crucial for

the results of the research. Participants of the research, research tool, method of the

research, used strategies and analysis of the data are also described in this part.

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The fourth part shows general results of the research and answers the research

questions.

The fifth part sums all the results of the longitudinal research into the conclusion

and relates to the presumption of the study which had been expressed at the beginning.

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2. Theoretical Background

This chapter outlines crucial concepts on motivation, motivation research,

theories of motivation in psychology, the teachers’ motivational influence, motivation

to learn a foreign/second language, student demotivation, four big barriers to motivation

and motivational strategies.

2. 1 Motivation

Motivation is one of the key issues in language learning and skills to motivate

learners are crucial for language teachers. Motivation is an abstract, hypothetical

concept that we use to explain why people think and behave as they do). Because

human behaviour has two basic dimensions – direction and magnitude (intensity) –

motivation by definition concerns both of these. It is responsible for the choice of a

particular action and the effort expended on it and the persistence with it. Therefore,

motivation explains why people decide to do something, how hard they are going to

pursue it and how long they are willing to sustain the activity.

A process-oriented approach is a novel approach in L2 motivation research; it

means that it takes a dynamic view of motivation, trying to account for the changes of

motivation over time. What most teachers find is that their students´ motivation

fluctuates; going through certain ebbs and flows. Such variation may be caused by a

range of factors, such as the phase of the school year or the type of activity that the

students face. The main assumption underlying the process oriented approach is that

motivation consists of several distinct phases. First, it needs to be generated because

generated motivation leads to the selection of the goal or task to be pursued. Second,

generated motivation needs to be actively maintained and protected while the particular

action lasts. This motivational dimension has been referred to as executive motivation,

and it is particularly relevant to learning in classroom settings, where students are

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exposed to a great number of distraction influences. Finally, there is a third phase

following the completion of the action – termed motivational retrospection – which

concerns the learners’ retrospective evaluation of how things went. These different

motivational phases appear to be fuelled by different motives.

Motivating someone to do something can involve many different things, from

trying to persuade a person directly to exerting indirect influence on him/her by

arranging the conditions or circumstances in such a way that the person is likely to

choose the particular course of action. In classroom context, it is typically a series of

nuances that might eventually culminate in a long-lasting effect.

Most discussions about motivating techniques are based on the idealistic belief

that “all students are motivated to learn under the right conditions, and that we can

provide these conditions in our classrooms (McCombs and Pope 1994: vii).

Unfortunately, this assumption is not necessarily true in every case. Realistically, it is

highly unlikely that everybody can be motivated to learn everything and even generally

motivated students are not equally keen on every subject matter.

Sometimes the best motivational intervention is simply to improve the quality of

our teaching. Similarly, no matter how competent a motivator a teacher is, if his/her

teaching lacks instructional clarity and the learners simply cannot follow the intended

programme, motivation to learn the particular subject matter is unlikely to blossom.

Given the reality of constant time pressure in many school contexts, the question

of “Whose job is it to improve motivation?” is a valid one. Teachers are supposed to

teach the curriculum rather than motivate learners, and the fact that the former cannot

happen without the latter is often ignored. It is every teacher’s responsibility to motivate

learners if they think of the long-term development of his/her students. In the short run,

preparing for tests might admittedly produce better immediate results than spending

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some of the time shaping the motivational qualities of the learner group and the

individual learners. But motivational training might be a very good investment in the

longer run, and it may also make our own life in the classroom so much more pleasant.

Teachers’ own motivation and the motivation of our learners are to a very large

extent mutually dependent. It’s not just for the learners’ sake that we want to get them

motivated to attend, arrive on time, engage with the learning and hand work in; it’s for

our own sakes, too. Because motivating learners to learn is central to who we are and

what we do as teachers, it becomes essential to our won motivation that we succeed in

this (Wallace, 2007, 1-2).

Research in this domain suggests that motivation both produces and is produced

by positive achievement (Allwright and Bailey, 1994, 184).

Motivation is the process whereby goal-directed activity is instigated and

sustained (Pintrich and Schunk, 2002, 5).

Corder´s phrase, “Given motivation, anyone can learn a language” brings out the

importance of motivation (Skehan, 1989, 49)

2. 2 Main challenges of motivation research

Researchers disagree strongly on virtually everything concerning the concept of

motivation. There are six main challenges that researchers have been confronted with,

these are,

1. consciousness vs unconsciousness – i.e. distinguishing conscious vs unconscious

influences on human behaviour

2. cognition vs affect – i.e. explaining in a unified framework both the cognitive and

the affective/emotional influences on human behaviour

3. reduction vs comprehensiveness – i.e. mapping the vast array of potential

influences on human behaviour onto smaller, theoretically driven constructs

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4. parallel multiplicity – i.e. accounting for the interplay of multiple parallel

influences on human behaviour

5. context – i.e. explaining the interrelationship of the individual organism, the

individual’s immediate environment and the broader sociocultural context

6. time – i.e. accounting for the diachronic nature of motivation – that is,

conceptualising a motivation construct with a prominent temporal axis

Although an adequate theory of motivation ought to address all these issues, no

psychological theory has even attempted to do so. There are, however, some important

ongoing changes in this respect: with the gradual decrease of the overpowering

dominance of the cognitive approach in motivation research, a number of alternative

perspectives have been put forward, and there is an increasing tendency to draw up

more balanced and integrated constructs.

2. 3. Theories of motivation in psychology

There are two focal research traditions investigating the causes of human behaviour

in psychology:

1. motivational psychology, which links behaviour to motives stemming from human

mental processes

2. social psychology, which looks at action in the light of a broader social and

interpersonal context, as reflected primarily by the individual’s attitudes

2. 3. 1 Expectancy-value theories

Underlying expectancy-value theories is the belief that humans are innately active

learners with an inborn curiosity and an urge to get to know their environment and meet

challenges, and therefore the main issue in these value theories is not what motivates

learners but rather what directs and shapes their inherent motivation. According to the

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main principles of expectancy-value theories, motivation to perform various tasks is the

product of two key factors:

- the individual’s expectancy of success in a given task

- the value the individual attaches to success on that task

The expectancy dimension of various theories is associated with the question of Can

I do this task? Researchers have emphasised a number of different factors that

determine the expectancy of success, and from an educational point of view the most

important aspects include:

- processing one´ past experiences (attribution theory)

- judging one´ s own abilities and competence (self-efficacy theory)

- attempting to maintain one´ s self-esteem (self-worth theory)

2. 3. 2 Goal theories

A great deal of early research on general human motivation focuses on basic

human needs, the most important such paradigm being humanistic psychologist

Maslow´s (1970) need hierarchy (which distinguishes five classes of needs:

physiological, safety, love, esteem, self-actualisation). In current research the concept of

a “need” has been replaced by the more specific construct of a goal, which is seen as the

“engine” to fire the action and provide the direction in which to act. Accordingly, in

goal theories the cognitive perceptions of goal properties are seen as the basis of

motivational processes. During the past decade two goal theories have become

particularly influential:

1. Goal-setting theory

2. Goal-orientation theory

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2. 3. 3 Self-determination theory

One of the most general and well-known distinctions in motivation theories is that

of intrinsic versus extrinsic motivation. Intrinsic motivation deals with behaviour

performed for its own sake in order to experience pleasure and satisfaction, such as the

joy of doing a particular activity or satisfying one’s curiosity. Vallerand (1997) and his

colleagues have posited the existence of three subtypes of intrinsic motivation:

- to learn

- towards achievement

- to experience stimulation

Some psychologists argue that it’s possible to locate and nurture the sense of

intrinsic motivation in all learners. Carl Rogers suggests that the best way to achieve

this is by building a positive relationship between teacher and learner. One of his

famous phrases is “unconditional positive regard”. What he meant by this is that if the

teacher is able to build up a relationship of mutual trust with the learner and

demonstrate and unconditional acceptance of the learner just as he or she is, the learner

will feel sufficiently safe and valued to begin to develop his or her full potential, not

only as a learner, but also as a balanced and fulfilled human being. This process also

requires teachers to be honestly and authentically themselves and not to hide behind the

role or mask of The Teacher (Wallace, 2007, 34-35).

Extrinsic motivation has traditionally been seen as something that can undermine

intrinsic motivation: several studies have confirmed that students will lose their natural

intrinsic interest in an activity if they have to do it to meet some extrinsic requirement.

Many of our actions are probably prompted by a mixture of both intrinsic and

extrinsic reasons. In considering the relative importance of extrinsic and intrinsic

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motivation to learning, it is likely that most teachers would agree that both have a part

to play, and are in fact linked (Williams and Burden, 1997, 123).

I do not believe that the concept of intrinsic motivation is feasible to serve as the

primary concepts underlying models of motivation in education. This concept

applies best when people are freely engaging in self-chosen activities. Usually

these are play or recreational activities rather than work or learning activities

(Brophy, 2004, 12).

Deci and Ryan (1985) replaced the intrinsic/extrinsic dichotomy with a more

elaborate construct following the main principles of what the authors called self-

determination theory. According to this, various types of regulations exist and these can

be placed on a continuum between self-determined (intrinsic) and controlled (extrinsic)

forms of motivation, depending on how “internalised” they are. As Deci and Ryan

argue, if they are sufficiently self-determined and internalised, extrinsic rewards can be

combined with, or can even lead to, intrinsic motivation. Finally, Deci and Ryan /1985)

report on consistent findings that people will be more self-determined in performing a

particular behaviour to the extent they have the opportunity to experience

- autonomy (i.e. experiencing oneself as the origin of one’s behaviour)

- competence (i.e. feeling efficacious and having a sense of accomplishment)

- relatedness (i.e. feeling close to and connected to other individuals)

The theory also mentions a third type of motivation, amotivation, which refers to the

lack of any regulation, whether extrinsic or intrinsic, characterised by a “there is no

point …” feeling.

2. 3. 4 Social psychological theories

In social psychology a key tenet is the assumption that attitudes exert a directive

influence on behaviour since someone’s attitude towards a target influences the overall

pattern of the person’s responses to the target. Two theories in particular detailing how

this process takes place have become well known:

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1. The theory of reasoned action (Ajzen and Fishbein, 1980)

2. The theory of planned behaviour (Ajzen, 1988)

2. 4 The teachers´ motivational influence

The teachers´ role in shaping student motivation is just as complex as that of the

parents. This is so because teachers also act as key figures, or authorities, who affect the

motivational quality of the learning process by providing mentoring, guidance,

nurturance, support and limit setting. The focus in research on the motivational impact

of teachers has traditionally been on trying to distil the unique characteristics or traits

that distinguished successful practitioners from unsuccessful ones. These “trait

approaches” have by and large proved inconclusive because motivational effectiveness

appears to be determined by an interplay of several broad factors (related to the

teacher’s personality, enthusiasm, professional knowledge/skills and classroom

managerial style), whose various combinations can be equally effective. However, one

thing with which everybody would agree is that teachers are powerful motivational

socialisers.

A useful way of organising the multiple influences teachers have on student

motivation is by separating four interrelated dimensions:

1. The personal characterises of teachers determine the rapport between teacher and

students and largely responsible for the affiliative motive, which refers to the students´

need to do well in school in order to please the teacher or other superordinate figures.

2. Teacher immediacy has a considerable effect on student motivation. Immediacy

refers to the perceived physical and/or psychological closeness between people, and

cumulative results from several studies indicate that teachers verbal and non-verbal

immediacy behaviours that reduce the distance between teacher and students

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3. Active motivational socialising behaviour, by which teacher can exert a direct and

systematic motivational influence by means of actively socialising the learners´

motivation through appropriate modelling; task presentations and feedback/reward

system.

4. Classroom management: Teachers are in almost total control of the running of the

classroom, including setting and enforcing rules, establishing procedures and organising

grouping activities. Smoothly running and efficient classroom procedures enhance the

learners´ general well-being and sense of achievement and thus promote student

motivation.

Two aspects of the managerial role are particularly important:

- setting and maintaining group norms

- the teacher’s type of authority (autonomy supporting or controlling)

2. 5 Motivation to learn a foreign/second language

The mastery of a L2 is not merely an educational issue; comparable to that of the

mastery of other subject matters, but it is also a deeply social event that requires the

incorporation of a wide range of elements of the L2 culture. There has been a

considerable diversity of theories and approaches in the study of the motivational

determinants of second language acquisition and use. Depending on their research

priorities, scholars have highlighted different aspects of L2 motivation and, just like in

the arena of mainstream motivational psychology, few attempts have been made to

synthesise the various lines of enquiry.

The most influential motivation theory in the L2 field has been proposed by Robert

Gardner, who together with his colleagues and associates in Canada, literally founded

the field. A key issue in Gardner´s (1985) motivation theory is the relationship between

motivation and orientation (which is Gardner´s term for a “goal”). It is two orientations

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labelled as integrative and instrumental that have become the most widely known

concepts associated with Gardner´s work in the L2 field.

2. 6 Student demotivation

The number of demotivated L2 learners is relatively high. A “demotivated”

learner is someone who was once motivated but has lost his or her commitment/interest

for some reason. Similarly to “demotivation”, we can also speak of “demotives”, which

are the negative counterpart of “motives”: a motive increases an action tendency

whereas a demotivation decreases it.

Demotivation does not mean that all the positive influences that originally made

up the motivational basis of behaviour have been annulled; rather, it is only the resultant

force that has been dampened by a strong negative component, and some other positive

motives may still remain operational.

Although the term “demotivation” is virtually unused in motivational

psychology, a related concept, “amotivation” is a constituent of Deci and Ryan´s (1985)

self-determination theory. “Amotivation” refers to a lack of motivation caused by the

realisation that “there is no point…” Thus, “amotivation” is related to general outcome

expectations that are unrealistic for some reason, whereas “demotivation” is related to

specific external causes.

Stradling et al. provide the following characteristics of the “reluctant learner”

(Chambers, 1999, 6):

non-completion of assignments

lack of persistence and expectation of failure when attempting new tasks

high level of dependency on sympathetic teachers

signs of anxiety, frustration and defensive behaviour

disruptive or withdrawn behaviour

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apathetic non-participation in the classroom

non-attendance and poor attendance

frequent expression of view that school is boring and irrelevant

2. 7 Four big barriers to motivation

Four big barriers to motivation are Fear; Boredom; Previous Negative

Experience and Lack of Hope. There is a range of strategies to beat them: Reward;

Relationship; Respect and Razzmatazz. We need to be able to use a combination of all

these strategies, if we are to succeed in motivating as many learners as possible

(Wallace, 2007, xi).

It takes quite a pragmatic approach, acknowledging that there will be some

learners whom you may never succeed in motivating. But they are a tiny

minority, with whom the best you might achieve is to prevent them from

undermining the motivation of the rest (Wallace, 2007, 3).

Here are some of things learners might be frightened of (Wallace, 2007, 11):

you

being ridiculed by the group for appearing clever

being ridiculed by the group for appearing stupid

discovering they’re “not clever enough” to do the work

being ostracized by the group for breaking rank

failure

drawing any kind of attention to themselves in case they’re asked to do

something embarrassing, like read aloud (and remember that at certain ages just

about everything can seem embarrassing)

There is no doubt that anxiety affects L2 performance. Most scholars would agree

with Arnold and Brown’s (1999, p. 8) conclusion that anxiety is quite possibly the

affective factor that most pervasively obstructs the learning process.

Here are some reasons they might be bored (Wallace, 2007, 11):

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the work is too easy and isn’t challenging them

the work is too difficult and makes no sense to them

other learners are causing disruption or slowing down the pace of the lesson

the topic is being taught in an unimaginative, tedious way

there’s not enough learner activity built into the lesson plan

the lesson is a long one with no breaks

they’re not interested in the topic/subject

Their experience of learning so far may have been a negative one and so (Wallace,

2007, 12):

They come to lessons with no expectation of enjoyment.

They see themselves as someone for whom education is irrelevant.

They see you, the teacher, as The Enemy, and their disengagement is a form of

sabotage or aggression.

They’ve discovered in the past that “winding up” the teacher is more fun – and

as easier option – than getting down to some work.

Their previous experience has given them the impression that education or

training is about teaching rather than learning. Their learning is the teacher’s

responsibility, so as long as you’re doing your bit, why should they have to

bother?

They won’t be motivated to engage with learning if they think they’ve no hope of

(Wallace, 2007, 12):

succeeding in the short term (“can’t do this task”)

succeeding in the medium term (“wont get this qualification”)

succeeding in the long term (“never get a good job/income etc.”)

praise

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respect

enjoyment

Some practical strategies for dealing with Fear (Wallace, 2007, 13):

Be approachable.

Demonstrate a sense of humour, but make sure if you aim it at anybody it´s only

at yourself.

Don’t publicly expose the weakness of any individual.

Challenge the culture that derides “cleverness”.

Start from where the learners are.

Cultivate a sense of team in which the teacher and learners are “us” rather than

“me and them”.

Don’t purposely embarrass anyone.

Some practical strategies for dealing with Boredom (Wallace, 2007, 14):

Identify those who want to work, and keep them engaged.

Be dynamic. Go for maximum impact. Surprise them.

Don’t always and all the time teach from the front.

Plan your lesson so there’s lots of learner activity.

Build in frequent changes of activity or focus.

Discover what they’re interested in, and start there.

Some practical strategies for dealing with Previous Negative Experience (Wallace,

2007, 14):

As far as it´s possible to do so, make the learning enjoyable.

Take every opportunity to encourage the learners to think of themselves as

successful at learning.

Avoid conflict and blame; emphasize that teacher and learner are a team.

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Don’t allow yourself to be antagonized. Refuse to react to wind-ups. Use

humour to deflect them.

Some practical strategies for dealing with Loss of Hope (Wallace, 2007, 15):

Plan your lessons so that tasks are broken down into doable steps that learners

can have some hope of succeeding at.

Take every opportunity to boost the learner’s confidence.

Praise learners whenever you can.

Treat learners with respect.

Act as though you enjoy teaching them.

Plan your lesson to contain activities that are potentially enjoyable for the

learners.

2. 8 Motivational strategies

Motivational strategies are methods and techniques to generate and maintain the

learners´ motivation and promote the individual’s goal-related behaviour. In developing

one’s motivational repertoire it is not the quantity but the quality of the selected

strategies that matters. Motivational strategies refer to those motivational influences that

are consciously exerted to achieve some systematic and enduring positive effect. Key

units in this process-oriented organisation include:

creating the basic motivational conditions

generating initial motivation

maintaining and protecting motivation

encouraging positive retrospective self-evaluation

Motivational strategies, even those which are generally the most reliable, are not

rock-solid golden rules, but rather suggestions that may work with one teacher or group

better than another, and which may work better today than tomorrow.

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3. Research Methodology

This chapter depicts research problem and research questions; description of the

participants; the choice of research tool and method; use of the motivational strategies

and analysis of the data.

3. 1 Research Problem

The research problem has been defined as The Effects of Selected Motivational

Strategies on Student Motivation to Become Gradually More Interested in L2.

The research problem was looking for an answer that was stated before the

research had begun. The question was what effects the selected motivational strategies

(that were applied in a longitudinal experimental research) had on student motivation to

be more interested in English language.

3. 2 Research Questions

1) To what degree are students interested in the English language?

2) What are the students’ attitudes towards learning English?

3) Are some of the students intrinsically motivated to study English language at the

beginning of the research?

4) Are some of the students extrinsically motivated to study English language at the

beginning of the research?

5) Are some of the students demotivated to study English language at the beginning

of the research?

6) What is the source of their motivation?

7) What is the source of their demotivation?

8) Have their attitudes and opinions changed after applying the motivational

strategies?

9) Is the number of intrinsically motivated students the same at the end of the

research?

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10) Is the number of extrinsically motivated students the same at the end of the

research?

11) Is the number of unmotivated students the same at the end of the research?

All 11 research questions were formulated after careful reading of the primary

sources for this study. To be able to find any difference in the students´ attitudes to

studying English, it was necessary to learn what their initial attitudes and motivation or

demotivation to study English were. Whether the students were intrinsically or

extrinsically motivated or demotivated at the beginning of the research was also

investigated. The possible sources of their motivation or demotivation were sought

after. After applying the selected motivational strategies it was considered crucial for

this study to detect if there happened to be any changes in the learners’ attitudes,

motivation and demotivation. It was also researched whether there were more

intrinsically and extrinsically motivated and fewer demotivated students at the end of

the research.

3. 3 Participants

Participants of the research were grade 10 secondary students, aged 14 – 16. All

of them had some previous experience with learning English; all of them had been

learning it up to grade 9. The respondents were 30 students.

3. 4 Research Tool

Quantitative longitudinal data were collected by using a questionnaire. Answers

to attitudinal questions concerning students’ interest in English language, attitudes

toward learning English, intrinsic and extrinsic motivations to study English, and

demotivation to study English were looked for.

3. 4. 1 Creating, administering and piloting the questionnaire

The creation of the questionnaire started by drawing up an “item pool”. The

sources for this item pool were items borrowed from established questionnaires and

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some items were based on personal experience. The items were aimed to be short and

written in simple sentences and containing only one question converted into an

affirmative sentence. Negatively worded items were also included to avoid a response

set in which the respondents mark only one side of a rating Likert scale.

After constructing the questionnaire they were administered in 1 pilot group of

respondents who were similar to the target sample to collect feedback about how the

instrument worked. The pilot groups were 10 students of the same age at different

schools; however, taught by different teachers who were administering the

questionnaires there.

After piloting the questionnaires, item analysis was conducted and some items

that did not work properly were corrected or removed. When administering the

questionnaire in the target samples, first the reason for the research was explained.

Afterwards, the instructions were read aloud with the students and checked whether

they were understood. When collecting the questionnaires from the students, they were

thanked, and they were informed about the possibility of getting the results from the

research.

3. 4. 2 Items in the questionnaire

A. Interest in English language

1. If I were visiting an English speaking country, I would like to be able to speak the

language of the people.

2. I wish I could speak the English language perfectly.

3. I want to read the literature of an English language in the original language rather

than a translation.

4. I wish I could read newspapers and magazines in the English language.

5. If I planned to stay in an English speaking country, I would make a great effort to

learn the language.

6. I would study the English language in school even if it were not required.

7. I enjoy meeting and listening to people who speak the English language.

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All 7 items regarding interest in English language were based on AMTB (The

Attitude/Motivation Test Battery) by Robert Gardner (1985). The only difference being

English language instead of Gardner’s a foreign language.

B. Attitudes toward Learning English

1. I really enjoy learning English.

2. English is an important part of the school programme.

3. I plan to learn as much English as possible.

4. I hate English.

5. I would rather spend my time on subjects other than English.

6. Learning English is a waste of time.

7. When I leave school, I shall give up the study of English entirely because I am not

interested in it.

Also these 7 items were borrowed from ATMB by R. Gardner (1985).

C. Intrinsic motivation to study the English language

1. I prefer class work that is challenging so I can learn new things.

2. It is important for me to learn what is being taught in this class.

3. I like what I am learning in this class.

4. Even when I do poorly on a test I try to learn from my mistakes.

5. I think that what I am learning in this class is useful for me to know.

6. I think that what we are learning in this class is interesting.

7. Understanding this subject is important to me.

8. I have chosen English language because I’ve been to an English speaking country and

I want to be able to communicate with the people more.

9. I have chosen English language because I like the language.

10. I have chosen English language because I want to be able to communicate with

native speakers and foreigners.

The first 7 items were borrowed from Motivated Strategies for Learning Questionnaire

(MSLQ) by Paul R. Pintrich and Elisabeth V. De Groot (1990). The items 8 – 10 were

based on a discussion with last year students.

D. Extrinsic motivation to study the English language

1. The reason why I want to learn the English language is that it will help me to get a

better job.

2. The reason why I want to learn the English language is that I want to please my

parents.

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3. The reason why I want to learn the English language is that I will need it for my

university studies.

4. The reason why I want to learn the English language is that I will need it for working

abroad.

5. Studying English is important to me because other people will respect me more if I

have knowledge of it.

6. The reason why I study the English language is that it is a compulsory subject.

7. I have chosen the English language because I did not want to study French language.

The first 4 items were based on Teaching and Researching Motivation. The item 5 was

borrowed from AMTB by R. Gardner (1985) and the items 6-7 were based on a

discussion with last year students.

E. Demotivation to study the English language

1. I don’t like English because I haven’t got talent for languages.

2. I don’t like English because I am not good at it.

3. I don’t like English because I think that I will not need it.

4. I don’t like English because I think I had bad teachers.

5. I don’t like English because I think it’s difficult.

6. I don’t like English because I don’t understand it.

7. I don’t like English because it’s boring.

All these item were based on a discussion with last year students. The only difference in

the items was item E4 where I changed the tenses – at the beginning of the research I

used past simple and at the end present simple.

3. 5 Method

The research was of experimental design. First, the initial state of the

researcher’s students’ motivation and their attitudes towards studying English was

found out by means of a questionnaire. Following the research timetable (which is

provided in Appendix) and applying 14 selected motivational strategies to affect the

students and thus raise their interest to study English were next steps. The research took

around 20 weeks. At the end of the research the same questionnaire was administered

again to find out whether the strategies have had any impact on the students.

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3. 6 Used strategies

The primary theoretical background was the work Motivational Strategies in the

Language Classroom.

The first step was choosing the strategies and creating a timetable to be

instrumental when applying them. The timetable was a point of reference in terms of the

order of the strategies. The numbers of the weeks were rather flexible because some

days the students were not present at school (because of various extra school activities).

Most of the strategies are inter-related and one do not work without the other; therefore,

the timetable was created in terms of concentrating on the particular strategy, it did not

mean that the other were not employed.

There are 35 motivational strategies within four motivational aspects. Here is an

overview of the strategies which were included in the research:

1. Creating the basic motivational conditions

Strategy 1: Develop a personal relationship with your students.

Strategy 2: Formulate group norms explicitly, and have them discussed and accepted

by the learners.

Strategy 3: Create a pleasant and supportive atmosphere in the classroom.

2. Generating initial motivation

Strategy 4: Raise the learners´ intrinsic interest in the L2 learning process.

Strategy 5: Promote the students´ awareness of the instrumental values associated

with the knowledge of an L2.

Strategy 6: Increase the students´ expectancy of success in particular tasks and in

learning in general.

Strategy 7: Take the students´ learning very seriously.

Strategy 8: Make the curriculum and the teaching materials relevant to the students.

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3. Maintaining and protecting motivation

Strategy 9: Make learning more stimulating and enjoyable by breaking the monotony

of classroom events.

Strategy 10: Make the learning stimulating and enjoyable for the learner by

increasing the attractiveness of the tasks.

Strategy 11: Build your learners´ confidence by providing regular encouragement.

Strategy 12: Help diminish language anxiety by removing or reducing the anxiety-

provoking elements in the learning environment.

4. Encouraging positive self-evaluation

Strategy 13: Provide students with positive information feedback.

Strategy 14: Use grades in a motivating manner, reducing as much as possible their

demotivating impact.

3. 6. 1 STRATEGY 1: Develop a personal relationship with your students.

Concerning a good relationship with the students, teachers who share warm,

personal interactions with their students, who respond to their concerns in an empathic

manner and who succeed in establishing relationships of mutual trust and respect with

the learner, are more likely to inspire them in academic matters than those who have no

personal ties with the learners. However, developing a personal relationship with the

students and achieving their respect is easier said than done.

Developing a personal relationship is a gradual process built on a foundation whose

components include:

the teacher’s acceptance of the students

ability to listen and pay attention to them

availability for personal contact

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The teacher’s acceptance of the students

Acceptance involves a non-judgemental positive attitude. It is not to be confused

with approval; we may accept a person without necessarily approving of everything

he/she does.

Ability to listen and pay attention to the students

Students need to feel that teachers pay personal attention to them. With a whole

class to look after, we cannot spend too much time with individual students, but there is

a whole variety of small gestures (greet students, remember their names, smile at them,

ask them about their lives outside school, include personal topics about students etc.)

which can convey personal attention.

Availability for personal contact

It is recommended giving the students the teacher’s email address, to invite them

to see the teacher in her/his office etc.

From the very beginning a personal relationship was worked on. First, it was

started with introducing each other. Then, a discussion on learning English followed.

The students’ likes and dislikes about learning English were elicited. The rules

concerning classroom management were introduced. The students were given the

researcher’s email address and were encouraged to contact her when needed.

In sum, establishing a good relationship with the students was worked on from

the start

3. 6. 2 STRATEGY 2: Formulate group norms explicitly, and have them discussed and

accepted by the learners.

The students were given a handout with a list of rules; there were six rules for

the students; three rules for the teacher and four rules for everybody. All rules were

agreed on, there were no objections. The consequences for violating these agreed norms

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were argued as well. The most welcome rules were the rules for the teacher. The best

accepted rule was that there would always be advance notice of a test.

The rules for the students

The rules for the students were as follows: to be punctual; always do homework;

apologise at the beginning of the class in case of not having the homework; some extra

work in case of not having the homework; speak only English. They were allowed not

to have homework once a term; otherwise, they would have to read a paper by heart in

front of the whole class or to create an activity on a relevant topic for their peers.

Students missing longer than a week due to illness were excused for not having their

homework. However, they were encouraged to email the teacher and ask about the

intended assignment.

The rules for the teacher

To finish classes on time; to mark tests within a week; to give advance notice of

a test.

The rules for everybody

The rules for everybody included: to listen to each other; to help each other; to

respect each other’s ideas; not to make fun of each other courteously.

The students had to be constantly reminded of the following: not to speak

Arabic; apologise in case of not having the homework; not to make fun of each other

while talking, but listen to each other.

Overall, constructive group norms were established. The rules were introduced,

discussed and accepted by the students. Attention was paid to the enforcement of the

established norms in the classes, and the group norms were observed consistently all the

time.

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3. 6. 3 STRATEGY 3: Create a pleasant and supportive atmosphere in the classroom.

Language learning is one of the most face-threatening school subjects because of

the pressure of having to operate using a rather limited language code. Language

anxiety has been found by research to be a powerful factor hindering L2 learning

achievement. The recommended solution is to create a pleasant and supportive

classroom atmosphere.

A lot of effort was made to create such an atmosphere to enable L2 learners to

feel safe in their learning environment.

The learners were encouraged to ask questions whenever they didn’t understand.

It was explained that mistakes are important when learning a language; they were not

corrected when practising fluency only when practising accuracy. Instructions were

always checked, attention was paid to each student.

The psychological environment of the classroom is usually made up of a number of

different components; these are:

teacher’s rapport with the students

students´ relationship with each other

the use of humour

Teacher’s rapport with the students

The teacher’s rapport with the students was worked on from the very beginning,

as described in the motivational strategy 1. All of the learners were accepted equally;

they were listened to, attention was paid to all of them, and availability for personal

contact was offered.

Students´ relationship with each other

Learners’ relationship with each other was considered highly important. Some of

the learners had to be disciplined when making fun of the other students.

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There are two very important aspects of group dynamics that have direct

motivational bearings: group cohesiveness and group norms.

Group cohesiveness

A cohesive learner group is one which is “together”; in which learners are happy

to belong to. Cohesiveness is often manifested by members seeking each other out,

providing mutual support and making each other welcome in the group.

The learners were encouraged to learn about each other. They were helped to get

to know each other better by including special “ice-breaking activities” and by

personalising certain language tasks. Activities such as pair work and small group work

were included to allow the students to come into contact and interact with one another.

The seating pattern was changed (sitting in a circle) to bring the group closer, to enable

everybody to see their peers and thus communicate better.

Group norms

The second aspect of the group dynamics - group norms - is described in the

motivational strategy 2.

The use of humour

Humour in the classroom was used and encouraged. The main point about

having humour in the classroom is not so much about continuously cracking jokes but

rather having a relaxed attitude about how seriously we take ourselves. If students can

sense that the teacher allows a healthy degree of self-mockery and does not treat school

as the most hallowed of all places, jokes will come.

In total, attention was paid to create a pleasant and supportive atmosphere in the

classroom by working on the teacher’s rapport with the learners and on their

relationships among themselves.

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3. 6. 4 STRATEGY 4: Raise the learners´ intrinsic interest in the L2 learning process.

Intrinsic orientations refer to reasons for L2 learning that are derived from one’s

inherent pleasure and interest in the activity; the activity is undertaken because of the

spontaneous satisfaction that is associated with it.

It was considered to be important to generate the learners´ intrinsic interest in

learning English because some of the students, as the results or the research show, were

either demotivated to study the language or only extrinsically motivated; they were very

much interested in good grades, which could be judged by their comments.

Most of the students were used to (from their elementary schools) memorizing

words and grammatical rules (this was stated by them in a discussion on this topic)

because of tests. Instead of memorizing lists of words they were taught new words from

articles which had been read and discussed and from lyrics which had been listened to.

They were also encouraged to try to understand their favourite songs when listening to

the radio to show them the importance of grammar which appears not only in their

course books but also in the songs. They were advised to watch their favourite music

videos on YouTube with lyrics.

To arouse their curiosity in L2, students were encouraged to translate the songs

we had listened to at home. The students were also encouraged to watch films in

English language with native and English subtitles.

In sum, the students were shown that studying English language can be pleasant

and their inquisitiveness in the language was highly supported.

3. 6. 5 STRATEGY 5: Promote learners’ awareness of the instrumental values

associated with the knowledge of an L2.

Instrumental values are related to the perceived practical, pragmatic benefits that

the mastery of the L2 might bring about such as

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earning extra money

getting a promotion

pursuing further studies where the L2 is a requirement

improving one’s social position

pursuing hobbies and other leisure activities which require the language (e.g.

computing)

Jennifer Alison claims (1993), “It is often difficult to motivate these pupils with the

fact that one day they may visit the country. I don’t want to go there anyway is a

common retort.”

This assertion was also heard from some of the learners and it was regarded

difficult to convince them that one day the knowledge of a second language might be

really useful.

Advantages of knowing the language were discussed with the learners; the research

shows that some of the students are aware of the fact that if they know the language, it

can help them be more employable.

Discussions on knowing the language were included from time to time. The

learners were encouraged to seek the company of English speaking people on the

internet.

All in all, discussions on the efficacy of knowing English language were included,

and some real life examples were provided.

3. 4. 6 STRATEGY 6: Increase the students´ expectancy of success in particular tasks

and in learning in general

It is a well-known fact that we do things best if we believe we can succeed.

Similarly, we learn best when we expect success. Expectancy of success is not enough

in itself if it is not accompanied by positive values; we are unlikely to initiate a task,

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even if we expect to succeed in it that we do not enjoy and that does not lead to valued

outcomes. A potentially fruitful area of motivating learners is to increase their

expectancies by consciously arranging the conditions in a way that they put the learner

in a more positive or optimistic mood. Besides the obvious prerequisite that we should

not give learners tasks that are too difficult for them, there are several other methods for

achieving heightened success expectations; such as,

Provide sufficient preparation.

Offer assistance.

Let students help each other.

Make the success criteria as clear as possible.

Consider and remove potential obstacles to success.

Provide sufficient preparation

Before writing a test or doing an exercise, some pre-test and pre-task activities

were included, and thus, the new piece of language was revised.

Offer assistance

Learners were encouraged to ask for help whenever it’s needed. They were

monitored when doing exercises and various activities to see whether they knew what to

do and to see how they were doing. Help outside the classroom was also offered.

Let students help each other

When practising a new piece of language, learners were encouraged to work

collaboratively, and they were led to cooperate, and thus, learn from each other.

However, students were not forced to work with others if they did not wish to do so.

Make the success criteria as clear as possible

Learners were informed about the success criteria. They knew when there would

be a test; they were always given advance notice. The learners were also well informed

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about the description of the test and the grading system. The learners were often

encouraged to ask for some extra assignment to be more successful in the prospective

tests.

Consider and remove potential obstacles to success

Every effort was made to remove potential obstacles to success such as a lack of

time when writing a test, no time limit was set.

In sum, certain strategies regarding preparation, assistance, and criteria were

consummated to enable the learners to succeed in particular tasks.

3. 6. 7 STRATEGY 7: Take the students’ learning very seriously.

If students sense that the teacher doesn’t care, this perception is the fastest way

to undermine their motivation. The spiritual (and sometimes physical) absence of the

teacher sends such a powerful message of “It doesn’t matter!” to the students, that

everybody, even the most dedicated ones, are likely to be affected and become

demoralised. It is important that everybody in the classroom should be aware that you

care, that you are not there just for the salary, that it is important for you that your

students succeed, and that you are ready to work just as hard as the students towards this

success.

The following tasks were employed.

Offering to meet students individually to explain things

Correcting tests and papers promptly

Encouraging extra assignments and offering to assist with these

Showing concern when things aren’t going well

Offering to meet students individually to explain things

Each lesson learners were encouraged to ask about things they didn’t understand

either in the class or by email.

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Correcting tests and papers promptly

The rules established at the beginning of the year for the teacher were followed

and the tests and projects were corrected within a week as agreed.

Encouraging extra assignments and offering to assist with these

The learners were continually encouraged to ask about things unclear to them

and to do extra homework. The extra homework corresponded to what was done at

school. Students who performed poorly on tests were encouraged via a positive note

on the test to ask for extra work on the topic. The learners’ emails were generally

answered within a maximum of two days. All extra work was corrected and suggestions

for enhancement were provided. Tailor made tasks were provided for students who

asked for them.

Showing concern when things aren’t going well

Special attention was paid to those students who were showing no signs of

improvement. This was done by speaking to the students after class and writing detailed

comments on their work. However, as Susan Wallace comments, unlimited help will not

always make a difference: …it takes quite a pragmatic approach, acknowledging that

there will be some learners whom you may never succeed in motivating. But they are a

tiny minority, with whom the best you might achieve is to prevent them from

undermining the motivation of the rest.” (2007, 3)

Showing interest in their opinions

At the end of the first term (in January), a very short and simple questionnaire

was administered asking the learners what they liked and disliked in their English

lessons so far and what they would change. This tried to show the students that their

opinions count.

Altogether, every effort was made to show the students that their learning is

taken seriously.

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3. 6. 8 STRATEGY 8: Make the teaching materials relevant to the students.

One of the most demotivating factors for learners is learning something that they

cannot see the point of because it has no seeming relevance whatsoever to their lives.

Students will be motivated to learn only if they regard the material they are taught as

worth learning.

As Brophy states, most schools’ curricular topics and learning activities are

selected primarily on the basis of what society believes students need to learn, not on

the basis of learners’ preferences, abilities, and needs.

The teaching of the new learners was started by carrying out a needs analysis by

means of interviews and short tests to find out what was needed and wanted in English

classes. The majority expressed the desire to use songs more in the classroom. As

concerns the language itself, students were not equal in their ability; therefore, more

advanced learners were asked to be patient and accept a slower pace.

Attention was paid to the topics of articles chosen. The students, predominantly

girls, were reluctant to read articles dealing with, for example, computers and artificial

intelligence. When a topic of interest was chosen, a lively discussion followed. The

chapters used in class were carefully selected based on the learners’ interests. Although

the grammar covered in the course book was sufficient, it still had to be supplemented

with supplementary material.

In sum, making the teaching materials relevant to the learners, means bringing

different articles, representations, doing various “amusing” activities on the related

topic, and also bringing more training material according to their needs.

3. 6. 9 STRATEGY 9: Make learning more stimulating and enjoyable by breaking the

monotony of classroom events.

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3. 6. 10 STRATEGY 10: Make learning more stimulating and enjoyable by increasing

the attractiveness of the tasks.

People are usually quite willing to spend a great deal of time thinking and

learning while pursuing activities they enjoy. Learning does not necessarily have to be a

boring and tedious chore. If we could somehow make the learning process more

stimulating and enjoyable, that would greatly contribute to sustained learner

involvement. This is an assumption that most motivational psychologists subscribe to

and which also makes a lot of sense to classroom teachers – indeed, many practitioners

would simply equate the adjective “motivating” with “interesting”.

Accordingly, there are three main types of motivational strategies that have been

found to be effective in livening up classroom learning. These are:

breaking the monotony of learning

making the tasks more interesting

increasing the involvement of the students

Breaking the monotony of learning

In order to break the monotony of learning a variety of tasks were tackled in a

lesson e.g. a grammar task followed by a listening task; or a speaking task followed by

a task focusing on writing. Effort was made to vary the language tasks and to break

familiar routines in the classes concentrating on the organisational format and thus

varying whole-class tasks, pair work and individual work were implemented.

Effort to vary the channel of communication was made: varying auditory and

visual modes of dealing with learning by utilizing up-to-date visual aids from

newspapers and magazines; YouTube was also used as a useful tool for both auditory

and visual practice.

The learners weren’t told in advance that there would be a game, a film or a song

activity next class to surprise them.

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Making the tasks more interesting

It was strived to make the tasks interesting to prevent the students to be bored,

e.g. by using contemporary materials, which helps the learners to relate to the tasks and

by personalizing the tasks.

There was effort made not to employ the same games and activities; instead,

new and different activities, which were unfamiliar or totally unexpected, were used to

eliminate boredom. A useful source book where hundreds of communicative activities

for all levels and various materials was used for the purpose of jazzing up ESL classes.

Increasing student involvement

People usually enjoy a task if they play an essential part in it. Thus, effort was

made to create learning situations where learners were required to become active

participants. When playing a game, all learners were involved. Attention was also paid

to all the learners. The less active learners were carefully monitored to make sure they

were participating.

In sum, it was sometimes explained to the learners that some exercise couldn’t

be more exciting, and the utility of the new piece of language was discussed with them.

From time to time some fun activities, games, songs, music videos, films and

documentary films were involved in classes.

3. 6. 11 STRATEGY 11: Build your learners’ confidence by providing regular

encouragement

Self-esteem and self-confidence are social products that are created and shaped

by people around us. Starting when we are young children, our identities evolve to a

great extent from the feedback we receive. Therefore, the opinion of significant figures,

such as the teacher, plays an important role in reinforcing (or reducing) the learners’

self-image.

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James Raffini says: “Self-esteem grows from the beliefs of others. When

teachers believe in students, students believe in themselves. When those you respect

think you can, you think you can.

It is the positive persuasive expression of the belief that someone has the

capability of achieving a certain goal that can explicitly make the learner aware of their

personal strengths and abilities or can indirectly lead them to communicate that we do

trust them as learners. Indeed, sometimes a small personal word of encouragement will

suffice. Some students need regular encouragement more than others. A show of faith

can have a powerful effect on them and can keep them going, even against the odds, to

demonstrate what they are capable of doing.

Both the slower and the more advanced learners were encouraged. This was

done by writing them positive notes on their tests, with talking to them, and in a

nonverbal way (with a look or smile). The learners who improved were praised, and the

ones who didn’t make progress were encouraged to keep trying and never regret to seek

help. The poor results of some students were never commented on in front of the class.

The learners who didn’t do well in some tests, but had, however, prepared for them,

were told not to give up.

Also those rather passive learners were praised for their participation and

contributions in class.

Overall, regular encouragement of the learners was considered very important

and when there was an opportunity to encourage them, either verbally, non-verbally, or

on paper, they were encouraged.

3. 6. 12 STRATEGY 12: Help diminish language anxiety by removing or reducing the

anxiety-provoking elements in the learning environment

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The language classroom is an inherently face-threatening environment, in which

learners are being expected to communicate using a severely restricted language code.

As a result, language mistakes of various sorts abound in the learners´ speech and the

communicative content is often well below the level of their intellectual maturity. This

is further augmented by the general apprehension associated with the grading system

and the unease caused by the public nature of most teacher-student interaction.

Consequently, by reducing or removing the factors that can lead to anxiety and

fear, we can turn the language classroom into an “anxiety-free zone”. In other words, if

the class has a generally warm and supportive climate, we are already halfway there.

To create a climate of support, social comparison was avoided, cooperation was

encouraged instead of competitiveness, mistakes were encouraged as chances for

learning, and assessments were viewed as non-judgemental means to monitor progress.

To make a long story short, effort was made to diminish language anxiety by

avoiding social comparison; by promoting cooperation; by helping learners to accept the

fact that mistakes are an important part in the learning process, and by making the tests

clear and focused.

3. 6. 13 STRATEGY 13: Provide students with positive information feedback

Besides grades, it is the feedback we give our students in class or on their

written papers that has the most salient role in bringing about changes in their learning

behaviours. Nevertheless, from a motivational perspective not every type of feedback is

equally effective and on occasions, if we are not careful enough, our comments might

be counterproductive. Feedback is an essential ingredient facilitating learning.

Ford calls this the “Feedback Principle”, stating that people simply cannot

continue to make progress toward their personal goals in the absence of relevant

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feedback information. When there is no feedback, it is easy for goals – even important

goals – to lose salience and priority, and eventually end up “on the shelf” (1992).

1) Feedback can have – when it is due and appropriate – a gratifying function, that

is, by offering praise it can increase learner satisfaction and lift the learning

spirit.

2) By communicating trust and encouragement, feedback can promote a positive

self-concept and self-confidence in the student.

3) Motivational feedback should prompt the learner to reflect constructively on

areas that need improvement and identify things that he/she can do to increase

the effectiveness of learning.

Positive information feedback

Positive information feedback involves positive, descriptive feedback regarding

student strengths, achievements, progress and attitudes. This feedback provides students

with information rather than judgements against external standards or peer achievement.

Therefore, a student’s poor test score was never compared to the average score

of the class, nor the need to work harder to be able to catch up with the others was

stressed. Instead, the poor score was rather compared to his/her previous results to

demonstrate his/her (a lack of) progress. When talking to the learner with bad results,

he/she was told that he/she could do better but that he/she needed to be more hard-

working. His/her strong qualities were mentioned, for example that she/he was an active

student or that she/he did the homework. When giving feedback to both hard-working

and less hard-working students, the interview was always started with positive

evaluation of his/her performance in classes.

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In addition, pity after a learner’s failure was never expressed; the learner was

rather encouraged to try again. On the other hand, the learners were not always praised,

especially not after success in easy or everyday tasks.

In total, effort was made to support learners’ with positive and descriptive

information feedback when appropriate.

3. 6. 14 STRATEGY 14: Use grades in a motivating manner, reducing as much as

possible their demotivating impact

Covington and Teel point out that for motivational psychologists “grade” is

definitely a “four-letter word”. Grades are seen as the ultimate “baddies”, representing

everything that is wrong with contemporary education, with its emphasis on the product

rather than on the process, and with its preoccupation with comparing, rank ordering

and pigeon-holing students rather than accepting them on their individual merits.

Because of their ultimate importance in every facet of the education system, grades

frequently become equated in the minds of school children with a sense of self-worth;

that is, they consider themselves only as worthy as their school-related achievements,

regardless of their personal characteristics such as being loving, good or courageous

(1996).

It was observed that some of the learners were concerned very with good grades

and for some of them grades other than As were inadmissible. The idea that grades are

important but the knowledge of the subject matter is even more important was strived to

be conveyed by demonstrated examples from own experience.

There are many concerns, as Brophy highlights, about grades and grading that are

often mentioned by teachers and researchers (1998):

Getting good grades can become more important than learning; grades tend to

focus students’ attention on concerns about meeting demands successfully rather

43

than on any personal benefits that they might derive from the learning

experience.

Grades may put students and teachers into two opposite camps and often make it

difficult for teachers to follow modern, student-centred principles.

Grades may encourage cheating or uncritical student compliance since learners

may be under extreme pressure to live up to the set standards. Furthermore,

grades often reflect the teacher’s perception of a student’s compliance or good

behaviour rather than academic merit.

Grades are often highly subjective and sometimes are not applied for the right

reasons. For example, in the field of language education, test scores rarely

reflect the level of communicative competence.

Grades tend to aggravate social inequality as the strong get stronger and the

weak get weaker.

Grades tend to focus students’ attention on ability rather than effort.

The knowledge of being assessed increase student anxiety.

As a result, some strategies to use grades in a motivating manner were implemented.

There was effort made to make the rating system absolutely transparent by

explaining the system to the students. There were many short tests to give the learners’

more chances to improve their grades. The learners knew that there were always ten

items either in a vocabulary test or in a grammar one. If they made one mistake, they

still got A; if they had half of the test correct, they received C- (A being the best grade,

E being the lowest). Once a term the learners had to write a long test, which was

assessed according to a scale, which was approved by the headmaster, and they were

explained the system (how many percents they needed to receive to get A, B, C etc.).

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When marking written assignments, grades were complemented with comments that

delivered praise and suggestions for improvement.

Every effort was made to make the grades reflect as much as possible, the student’s

relative progress.

The learners were involved in the process of ongoing evaluation. For example, when

a student should have been given C as a final grade yet it was obvious that she/he tried

hard, always brought homework, regularly did the extra homework, he/she participated

in the lessons; therefore, it was decided that to give him/her B.

The rating was also complemented by the students’ self-assessment. This was

applied when deciding upon their final grade. Before discussing the final grades, they

were asked if they wanted to discuss it in front of each other or outside the classroom.

The learners were talked to individually and were asked what grade they deserved, and

whether they could have a better one and what was necessary to do to achieve it. The

learners were welcome to disagree with the teacher’s evaluation on condition that they

had valid arguments.

Explicitly, effort was made to use grades in a motivating manner by making the

assessment system clear, by allowing students to express their disagreements on the

grades, by commenting on their results, by making sure that grades reflect their effort,

by applying continuous assessment, and by negotiating the grades with the students.

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4. Results of the Study

In this section, general results of the research and answers to research questions are

presented.

4. 1 General report

The students’ opinions and attitudes in September 2007, which was the

beginning of the research, and in February 2008, which was the end of the research are

presented in this section. The opinions marked by the students as either “I strongly

agree” or “I strongly disagree” are given here because these two options were

considered significant. In some cases the answer “I agree” is presented because it was

considered also relevant.

4. 1. 1 Interest in English language

In September 2007, 28 learners claimed that if they were visiting an English

speaking country, they would like to be able to speak the language of the people. In

February 2008, the number of the learners who strongly agreed with this assertion was

the same.

24 learners expressed their wish to speak English language perfectly in

September 2007. However, in February 2008, 25 pronounced the same wish.

1 learner in September 2007 wanted to read the literature of English language in

the original language rather than a translation. In February 2008, 6 learners proclaimed

their interest to do so.

8 learners wished to be able to read newspapers and magazines in English

language. However, in February 2008, 11 learners expressed this wish.

46

In September 2007, 21 learners asserted that they would make a great effort to

learn the language if they planned to stay in an English speaking country. In February

2008, 11 learners claimed this.

11 learners claimed, in September 2007, that they would study English language

in school even if it were not required; in February 2008, 17 learners did.

In September 2007, 9 learners said to enjoy meeting and listening to people who

speak English language. In February 2008, it was 1 learner more.

4. 1. 2 Attitudes toward Learning English

In September 2007, 4 learners out of 30 said to really enjoy learning English. In

February 2008, it was 5 learners in this group. In February 2008, it was 12 learners.

In September 2007, 18 learners strongly agreed with the assertion that English is

an important part of the school program. In February 2008, it was 28 learners did.

12 learners planned to learn as much English as possible in September 2007. In

February 2008, it was 24 learners.

In September 2007, 16 learners strongly disagreed with the assertion that they

hate English. In February 2008, it was 18 learners.

4 learners would rather spend their time on subjects other than English, as they

claimed in September 2007. In February 2008 it was only 1 learner.

In September 2007, 21 learners didn’t agree with the statement that learning

English is a waste of time. In February, it was 13 learners.

Only 1 learner planned to give up the study of English after leaving school, as

he/she claimed in September 2007. However, in February 2008, there was no learner

who expressed this opinion.

47

4. 1. 3 Intrinsic motivation to study English language

In September 2007, 6 learners preferred class work that is challenging, so they

can learn new things. In February 2008, it was 11 learners did.

9 learners considered it important to learn what was being taught in class in

September 2007. In February 2008, the number increased by 4 learners.

In September 2007, only 2 learners liked what they were learning in English

classes. In February 2008, it was 15 learners.

21 learners asserted that they tried to learn from their mistakes when doing

poorly on a test in September 2007. In February 2008, 20 learners asserted to do so.

In September 2007, 17 learners thought that what they were learning in English

classes was useful for them to know. In February 2008, 19 learners had this opinion.

8 learners were of the opinion that what they were learning in English classes

was interesting in September 2007. However, it was 15 in February 2008.

In September 2007, 22 learners considered it important to understand English;

however, in February 2008, it was 19 learners.

Both in September 2007 and February 2008, 5 learners maintained that they

have chosen English language because they’ve been to an English speaking country and

they wanted to be able to communicate with the people more.

In September 2007, 12 learners indicated that they have chosen English

language because they like the language. In February 2008, 17 learners did.

Both in September 2007 and February 2008, 20 learners asserted that they have

preferred English language because they wanted to be able to communicate with native

speakers and foreigners. It became 21 in February 2008.

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4. 1. 4 Extrinsic motivation to study English language

In September 2007, 21 learners gave the reason why they wanted to learn

English language that it will help them to get a better job. In February, it was 3 learners

more.

In September 2007, only 1 learner claimed that the reason why he/she wanted to

learn English language was to please his/her parents. In February, it was no learner.

Both in September 2007 and February 2008, 17 learners wanted to learn English

language because of university studies. The number was less by 2 in February 2008.

In September 2007, 19 learners wanted to learn English language to be able to

work abroad. In February, it was 21 learners.

In September 2007, 3 learners considered studying English important because

other people will respect them more if they have knowledge of it. In February, it was

only 1 learner.

In September, 1 learner claimed that the reason why he/she studies English

language is that it is a compulsory subject. In February 2008, it was no learner.

7 learners claimed that they had preferred English language because they did not

want to study French in September 2007. In February, it was 15.

4. 1. 5 Demotivation to study English language

In September 2007, 4 learners didn’t like English because of not having any

talent for languages. In February, it was 2 learners.

4 learners didn’t like English because of not being good at it, as they claimed in

September 2007. In February 2008, only 1 learner had this opinion.

In September 2007, 25 learners strongly disagreed with the assertion that they

didn’t like English because they thought they will not need it. In February 2008, it was

27.

49

9 learners strongly disagreed with the assertion that they didn’t like English

because they had bad teachers in September 2007. However, in February 2008, it was

25.

In September 2007, 8 learners agreed with the statement that English is difficult

,and therefore, they didn’t like it. In February 2008, 3 learners engaged this opinion.

4 learners didn’t like English because they didn’t understand it, as they claimed

in September 2007. In February 2008, 1 learner claimed this assertion.

Both in September 2007 and in February 2008, 18 learners strongly disagreed

with the statement that they didn’t like English because it’s boring as contrasted to 12

learners in February 2008.

4. 2 Answers to research questions

4. 2. 1 To what degree are students interested in English language?

The interest in English language in September 2007 modest as compared to

how it improved In February 2008. In other words, the sample seemed to be more

interested in English language in comparison with their opinions 6 months ago.

4. 2. 2 What are the students´ attitudes towards learning English language?

Attitudes towards learning English were rather positive to neutral in September

2007. In February 2008, this sample’s attitudes changed significantly to show more

positive attitudes.

4. 2. 3 Are some of the students intrinsically motivated to study English language

at the beginning of the research?

50

In September 2007, students seemed to be a little intrinsically motivated to

study L2. A good number of students were intrinsically motivated to study English.

That is, they engaged in studying English without obvious external incentives.

4. 2. 4 Are some of the students extrinsically motivated to study English language

at the beginning of the research?

In September 2007, there were almost no students who could be referred to as

extrinsically motivated.

4. 2. 5 Are some of the students demotivated to study English language at the

beginning of the research?

Some of the students seemed to be demotivated in September 2006 with little

improvement in February 2008.

4. 2. 6 What is the source of their motivation?

When looking for the possible sources of students’ motivation to study the

content of English in classes. The results demonstrated

endeavour to learn from past mistakes

utility of the content of English classes

to understand the subject matter

desire to communicate with native speakers and foreigners

vision of a good job

need for university studies

need for working abroad

In February 2008, the sources of motivation to study English were, in addition to

the mentioned ‘enjoying the classes’ and ‘ enjoying the content’

51

4. 2. 7 What is the source of their demotivation?

When looking for the potential sources of the students’ demotivation to study

English, the research showed,

In September 2007 the sources of demotivation to study English were

no talent for languages

not being good at English

bad teachers

no understanding of English

However, there was improvement observed in all items in February 2008, the most

significant one was concerning the teachers.

4. 2. 8 Have their attitudes and opinions changed after applying the motivational

strategies?

Here is the presentation of the extents of the changes and both previous

(September 2007) and later (February 2008) means in tables here.

the extent of the

change item previous mean later mean

no change A1 1, 07 1, 07

no change A5 1, 30 1, 30

no change C7 1, 40 1, 40

the extent of the

change item previous mean later mean

a slight change for the

better A2 1, 23 1, 17

a slight change for the

better A4 2, 30 2, 07

a slight change for the

better B3 1, 30 1, 27

a slight change for the

better B4 4, 27 4, 60

a slight change for the B6 4, 60 4, 83

52

better

a slight change for the

better B7 4, 37 4, 63

a slight change for the

better C2 1, 93 1, 63

a slight change for the

better C5 1, 47 1, 37

a slight change for the

better C6 2, 27 1, 90

a slight change for the

better C8 3, 30 3, 23

a slight change for the

better C9 2, 20 1, 90

a slight change for the

better C10 1, 57 1, 50

a slight change for the

better D4 1, 63 1, 47

a slight change for the

better E3 4, 80 4, 90

the extent of the

change item previous mean later mean

a slight change D2 3, 90 3, 80

a slight change D5 3, 10 3, 03

a slight change D7 2, 93 2, 67

the extent of the

change item previous mean later mean

a slight change for the

worse C4 1, 30 1, 33

a slight change for the

worse D1 1, 37 1, 50

a slight change for the

worse D3 1, 63 1, 93

a slight change to

worse E7 4, 50 4, 37

the extent of the

change item previous mean later mean

a significant change for

the better A3 3, 23 2, 63

a significant change for

the better A6 2, 27 1, 77

a significant change for

the better A7 2, 47 1, 90

a significant change for

the better B1 2, 97 1, 77

a significant change for

the better B2 1, 70 1, 30

53

a significant change for

the better B5 3, 23 4, 03

a significant change for

the better C1 3, 70 2, 87

a significant change for

the better C3 2, 83 1, 53

a significant change for

the better D6 3, 80 4, 47

a significant change for

the better E1 3, 33 4, 10

a significant change for

the better E2 3, 00 3, 90

a significant change for

the better E4 3, 00 4, 63

a significant change for

the better E5 3, 43 4, 07

a significant change for

the better E6 3, 00 4, 13

Hereafter, it can be concluded that after applying the motivational strategies,

more students want to read the literature of English language in the original language

rather than a translation. More students would study English language in school even if

it were not required. More students enjoy meeting and listening to people who speak

English language.

More students really enjoy learning English. More students consider English an

important part of the school program. Fewer students would rather spend their time on

subjects other than English.

More students prefer class work that is challenging so they can learn new things.

Significantly more students like what they are learning in English classes.

Fewer students claim that they study English language because it is a

compulsory subject.

Fewer students claim not to have talent for languages and thus not like English.

Fewer students claim not being good at English and thus not like it. Significantly, fewer

students claim not to like English because of the teacher. Fewer students consider

54

English difficult. Substantially, more students claim to understand English and thus like

it more.

4. 2. 9 Is the number of intrinsically motivated students the same at the end of the

research?

The number of intrinsically motivated students was slightly higher at the end of

the study.

4. 2. 10 Is the number of extrinsically motivated students the same at the end of the

research?

The number of extrinsically motivated students went down in both samples as

there were almost no students who could be referred to as extrinsically motivated in

February 2008.

4. 2. 11 Is the number of unmotivated students the same in the end of the research?

Demotivation decreased in a significant way.

55

5. Conclusion

The main aim of this study was to confirm a presumption that it is possible to

motivate demotivated students of English to become more interested in learning

English. The second aim of this project was to evaluate the effectiveness of the selected

14 motivational strategies.

In the theoretical part of the study, some underlying facts and past research

findings on motivation to study L2 were compiled. The main challenges that motivation

researchers have been confronted with, such as consciousness vs. unconsciousness,

cognition vs. affect, reduction vs. comprehensiveness, parallel multiplicity, context and

time were highlighted. Theories of motivation in psychology (Expectancy-value

theories, Goal theories, Self-determination theory and Social psychological theories)

were then presented. Teachers act as influential figures in shaping student motivation

and therefore the teachers´ influence was stressed here, separated into four interrelated

dimensions: the personal characteristics of teachers, teacher immediacy, active

motivational socialising behaviour and classroom management. Robert Gardner’s

influential motivation theory in the L2 field (the relationship between motivation and

orientation) was introduced in this section. The facts on student demotivation were

mentioned as well. Susan Wallace’s four big barriers to motivation (Fear; Boredom;

Previous Negative Experience and Lack of Hope,) were described alongside with 14

motivational strategies were presented.

After gaining some knowledge from the theoretical foundation, the research

problem and the research questions were formulated. The research problem had been

expressed as Effects of Selected Motivational Strategies on Student Motivation to

Become Gradually More Interested in Learning L2. To be able to depict the effects of

56

the strategies better, 11 research questions were articulated, all of them based on the

theoretical background.

The researcher decided to conduct a longitudinal experimental research and as a

measuring tool, she used a questionnaire with close-ended items to get quantitative data.

The participants of the research were 30 grade 10 secondary students, aged 14–

16.

After constructing the questionnaire, the researcher administered it in a pilot

group of 10 respondents who were similar to the target sample to collect feedback about

how the instrument worked. The experimental research took almost twenty weeks, and

the results were presented in graphs and descriptively analysed.

Students seemed to show more interest in English language after applying the

motivational strategies as they expressed wishes to command the language perfectly and

to understand English speaking people.

When discerning the students’ attitudes towards learning English, it was

discovered at the beginning of the research that they possessed rather positive to neutral

attitudes to enjoyment of learning the language, considering English an important part

of the school program and plan to learn as much English as possible. After applying the

strategies, it was found that their attitudes have enhanced because they had rather

positive to positive feelings about learning the subject matter.

Before applying the motivational strategies, learners seemed to be slightly

intrinsically motivated to study the language. Some of them might have been motivated

to master the language because of the language’s sake not because of some external

incentives such as rewards and punishments. After applying the strategies, there was no

significant shift detected.

57

At the beginning of the research, learners appeared to be less extrinsically

motivated than intrinsically, and this could have been interpreted as though they were

not interested in extrinsic rewards, such as good grades. I consider the result, after

applying the strategies in terms of extrinsic motivation, worthy further research

extrinsic motivation went down.

Crucial for the research was to find out whether there were any demotivated

students. At the beginning of the research, students appeared to be demotivated to study

the English language. At the end of the research, a significant shift in the students’

demotivation had been observed, which detected that it improved significantly.

When looking for the demotivating factors at the beginning of the research,

demotivation could be attributed to claims of not having a talent for languages, not

being good at the subject matter, not understanding English and to having had bad

English teachers; however, at the end of the research, a significant shift was observed in

the opinions on teachers as a demotivating factor as learners seemed not to consider the

teacher as a demotivating incentive anymore.

When investigating the possible sources of students’ motivation to study

English, it was found that students were motivated by the importance and utility of

English classes and by seeing knowledge of English as a means toward being

employable in the future, communicating with native speakers, and a necessity for

university studies. After applying the strategies, the sources for their motivation

remained almost unchanged with one more source mentioned, the students seemed to be

motivated to study English because they liked what they were learning in English

classes, which the researcher has considered an important result because it was one of

the aims of the study. At the end of the research, there were some more incentives, such

58

as considering the content of English classes important, enjoyable, interesting and

claiming to be fond of languages.

The goal of this study has been to establish the extent to which motivational

strategies affect students’ motivation to become gradually more interested in the subject

matter.

As previously mentioned, the strategies did not affect students’ extrinsic

motivation very much, and therefore the researcher supposed that this issue would be

worth further research. When doing this research, the researcher would suggest

combining both quantitative data and qualitative ones to gain as objective results as

possible.

However, the motivational strategies appear to have had impact on students’

demotivation as almost none of them considered him/her being demotivated because of

various reasons.

It can be concluded that the assertion that teachers are powerful motivational

socialisers proved correct and that it is feasible to motivate almost all the unmotivated

students and the less interested ones. It seems that the teacher is able to raise the

learners’ general interest in English language, such as the desire to read books and

magazines in English and to understand native speakers, as learners demonstrated

improvement in this concern. The teacher appears to be able to enhance students’

attitudes towards learning English and make the learning enjoyable for the students as

learners showed a significant shift in their opinion on this matter. It can be assumed that

the teacher can increase students’ intrinsic motivation to study English pupils claimed to

consider the content of the classes important and useful and to like the English classes.

However, the teacher might not have much impact on the students’ extrinsic motivation

numbers showed slight deterioration, it might be ascribed to the low age of the students

59

when they do not think about their future job or university, yet studies but this was not

researched. The teacher seems to be the key figure in influencing the student’s

demotivation. The students no longer claimed that English was difficult,

incomprehensible, boring, nor did they assert that they did not like English because of a

bad teacher.

Thus, the researcher’s presumption proved right and the strategies can be

claimed to be effective.

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6. Appendix 1

Data Result in Graphs

Chart 1

This chart shows the differences in the students´ interest in English.

The lower the number, the more required it was.

Interest in English

0

1

2

3

4

5

A1 A2 A3 A4 A5 A6 A7

2007

2008

61

Chart 2

Chart 2 pictures the shifts in the students´ attitudes towards learning English.

B1 – B2 were desired to be as low as possible, whereas items B4 – B7 were desired to

be as high as possible.

Attitudes toward Learning English

0

1

2

3

4

5

B1 B2 B3 B4 B5 B6 B7

2007

2008

62

Chart 3

Chart 3 shows the differences in the students´ intrinsic motivation. The desired value

was number 1.

Intrinsic motivation to study English

0

1

2

3

4

5

C1 C2 C3 C4 C5 C6 C7 C8 C9 C10

2007

2008

63

Chart 4

Chart 4 portrays the shifts in the students´ extrinsic motivation. Value number 1 was the

most desired.

Extrinsic motivation to study English language

0

1

2

3

4

5

D1 D2 D3 D4 D5 D6 D7

2007

2008

64

Chart 5

Chart 5 displays the move in the students´ demotivation. The desired value was number

5.

Demotivation to study English language

0

1

2

3

4

5

E1 E2 E3 E4 E5 E6 E7

2007

2008

65

7. Bibliography

Primary sources

Chambers, G. N. (1999). Motivating language learners. Clevedon: Multilingual

Matters.

Wallace, Susan. (2007). Getting the buggers motivated in FE. Continuum.

Secondary Sources

Dick Allwright and Kathleen M. Bailey. (1990). Focus on the Language Classroom:

An Introduction to Classroom Research for Language Teachers. CUP.

Marion Williams and Robert L. Burden. (1997). Psychology for Language Teachers:

a Social Constructivist Approach. CUP.

Jere Brophy. (2004). Motivating Students to Learn. LEA.

Peter Skehan. (1989). Individual Differences in Second-Language Learning. Edward

Arnold.

Paul R. Pintrich and Dale H. Schunk.(2002). Motivation in Education. Merrill

Prentice Hall.

R. C. Gardner. (1985). The Attitude/Motivation Test Battery. University of Western

Ontario.

Paul R. Pintrich and Elisabeth V. De Groot. (1990). The Motivated Strategies for

Learning Questionnaire (MSLQ). Journal of Educational Psychology, 1990, Vol. 82,

No. 1,33-40.

Electronic sources

http://www.tefl.net/esl-articles/motivation-esl.htm

http://en.wikipedia.org/wiki/Motivation

http://en.wikipedia.org/wiki/Descriptive_statistics

http://en.wikipedia.org/wiki/Motivation_in_second_language_learning

http://owl.english.purdue.edu/owl/resource/557/01/