Macro and Micro Motivational Strategies Used in EFL Classrooms: A Case of Iranian EFL Teachers | ||
| The International Journal of Humanities | ||
| Article 1, Volume 25, Issue 4, 2018, Pages 1-17 PDF (259.65 K) | ||
| Document Type: Original Research | ||
| Authors | ||
| Mahmood Moradi Abbasabadi* 1; Mohammad Shakerkhoshroud2 | ||
| 1Assistant professor of TEFL, University of Mazandaran, Mazandaran, Iran | ||
| 2Ph.D Candidate, Azad University, North Branch, Tehran, Iran | ||
| Abstract | ||
| Literature review shows that there has been a plethora of studies on English as a Foreign Language (EFL) teachers' motivation for teaching and the role which they play in motivating learners. However, it seems that types of motivational strategies employed by EFL teachers to motivate EFL learners in language institutes in Iran have not been sufficiently studied. In so doing, a qualitative research method was used and 25 EFL teachers who were selected through purposive sampling were interviewed. The interviews were transcribed and analyzed thematically. Results showed that EFL teachers use six macro strategies: L2 related values, teaching behaviors/teaching styles, appreciating learners' effort, prompting learner autonomy, Classroom atmosphere, and increasing learners' confidence. Each macro-strategy consists of several micro-strategies. Totally, 36 micro-strategies are used by EFL teachers to motivate EFL learners. It can be concluded that besides establishing and creating appropriate learning conditions, EFL teachers use both instrumental and integrative motivations to motivate EFL learners. | ||
| Keywords | ||
| EFL teachers; Motivational Strategies; EFL Classrooms; Motivation | ||
| References | ||
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