Exploring motivational strategies in higher education: Student and instructor

1. November Reading Circle Exploring motivational strategies in higher education: Student and instructor perceptions Group Leader Dr. Moustafa Mohammad Shalabi PhD. Corpus Linguistics KSU Dr. Moustafa shalaby

2. Exploring motivational strategies in higher education: Student and instructor perceptions Zeynep Erdil-Moodya , Amy S. Thompson Dr. Moustafa shalaby

3. Paper Code Dr.Moustafa shalaby

4. Padlet Code Dr.Moustafa shalaby

5. Abstract Dr. Moustafa shalaby

6. 1. Introduction • Many L2 motivation theories and models have been offered for decades and examined in various English as a foreign language contexts to better understand the multifaceted L2 motivation construct; yet students’ low motivation to pursue the long and generally laborious L2 learning process is still one of the biggest challenges teachers face in L2 classes Dr.Moustafa shalaby

7. 2. Introduction • Keeping teachers’ pedagogical practices in L2 classes as the focus of investigations, recent research guided by Dörnyei’s Motivational Teaching Practice in the L2 Classroom model has highlighted results indicating that the motivational strategies that teachers use in the L2 classroom have a strong positive impact on students’ motivation • The current study is unique in that it aims to connect the theoretical L2 motivation framework with the practice model , taking these two models as the underlying theoretical frameworks for investigating L2 teachers’ motivational strategy use Dr.Moustafa shalaby

8. Theoretical background: L2 motivational self system Dr.Moustafa shalaby

9. Motivational strategies and motivational teaching practice in the L2 classroom • To date, Dörnyei’s Motivational Teaching Practice in the L2 Classroom model provides the most comprehensive taxonomy of motivational strategies, offering 102 motivational techniques that can be used in the L2 classroom • Motivational strategies are techniques that teachers use to foster learners’ desire to achieve their L2-related goals and to help them maintain their persistence and enthusiasm for L2 learning • Dörnyei categorizes these strategies under four major consecutive stages, which were inspired by Dörnyei and Otto’s process model of L2 motivation: creating the basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and encouraging positive retrospective self-evaluation Dr.Moustafa shalaby

10. Motivational strategies and motivational teaching practice in the L2 classroom • Since Dörnyei’s MTP model, research in various L2 contexts has illustrated the significant impact that motivational strategies used by EFL teachers have on learner motivation Dr.Moustafa shalaby

11. Research gap and purpose of the study What is the reported motivational strategy use of EFL instructors? Are there significant differences between EFL instructors’ and their students’ perceptions of instructors’ use of motivational strategies? Dr.Moustafa shalaby

12. Method This study reports on the first phase of a larger project presenting the results of a quantitative questionnaire survey of English for Academic Purposes instructors’ use of motivational strategies at a large state university in the Turkish EFL context Dr.Moustafa shalaby

13. Research setting Dr.Moustafa shalaby

14. A sample of 454 university EAP/EFL instructors and their students at a state university in Turkey participated in this study – 32 instructors and their 422 students Participants and sampling procedures Instructor participants, whose ages ranged from 24 to 60, all hold foreign language/English language teaching degrees, mostly at the graduate level Students were all freshmen from a wide variety of disciplines taking this compulsory  EAP course four hours a week in their second semester in the program Dr.Moustafa shalaby

15. Instrument – Teachers’ use of motivational strategies scale: TUMSS • Strategies that can be used to enhance learners’ ideal L2 self, mental image of themselves as proficient L2 speakers – integration of the L2MSS framework • Strategies that can be used in class to foster students’ overall L2 learning experience – integration of the L2MSS frame • An eclectic yet concise instrument to measure L2 teachers’ motivational strategy use that can still reflect a wide range of motives to learn an L2 • Strategies reported as most and least commonly used by previous research in different EFL contexts in order to provide cross-cultural validity of motivational strategies • Appropriate strategies for university-level EFL learners in this specific context Dr.Moustafa shalaby

16. Data collection and analysis Dr.Moustafa shalaby

17. Data collection and analysis Moustafa shalaby

18. Results Moustafa shalaby

19. RQ1:Reported motivational strategy use of EFL instructors Dr.Moustafa shalaby

20. RQ2: The Difference between instructors’ and students’ perceptions of instructors’ use of motivational strategies – Descriptive Statistics Dr.Moustafa shalaby

21. Results of the Exploratory Factor Analysis – TUMSS Dr.Moustafa shalaby

22. 3.4. RQ2 – Results of the independent samples t-test Dr.Moustafa shalaby

23. RQ2 – Results of the independent samples t-test Dr.Moustafa shalaby

24. Discussion Dr.Moustafa shalaby

25. RQ1: Reported Strategy Use and Emergent Factors Dr.Moustafa shalaby

26. RQ1: Reported Strategy Use and Emergent Factors Dr.Moustafa shalaby

27. RQ2: Student/Teacher Group Differences Dr.Moustafa shalaby

28. RQ2: Student/Teacher Group Differences Dr.Moustafa shalaby

29. 5. Conclusions Dr.Moustafa shalaby

30. References Alrabai, F. (2016). The effects of teachers' in-class motivational intervention on learners' EFL achievement. Applied Linguistics 37(3), 307-333. doi:10.1093/applin/amu021. Arnold, J., Puchta, H., & Rinvolucri, M. (2007). Imagine that! Mental imagery in the EFL classroom. Cambridge: Cambridge University Press. Begić, I., & Mercer, S. (2017). Looking back, looking forward, living in the moment: Understanding the individual temporal perspectives of secondary school EFL learners. Innovation in Language Learning and Teaching, 11(3), 267-281. https://doi.org/10.1080/17501229.2017.1317261 Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401. doi: 10.1111/j.1540-4781.2008.00753.x. Dr.Moustafa shalaby

31. Acknowledgements Dr.Moustafa shalaby

32. Dr. Moustafa Shalaby @corpus_ling 00966500901731 Mshalaby1.c@ksu.edu.sa Mostafa.shalaby1970@gmail.com Dr.Moustafa shalaby

33. Attendance Code Dr.Moustafa shalaby

34. While You Wait… Dr.Moustafa shalaby