Descriptive and Qualitative Analyses of How the Lack of Motivational Strategies Can Bear Negative Consequences on Studentsâ€™ Learning Achievements
Keywords:motivational strategies, learning achievements, second language instructors
This study aims to investigate the strategies used by Bosnian EFL teachers to promote motivation among their students. To achieve this purpose, a questionnaire including cognitive, affective, and social strategies based on Chastainâ€™s model (1988) was developed, piloted and validated. Two research questions were proposed: the first one to investigate whether our EFL teachers use motivational strategies in their classrooms and the second one to explore how Â the Â use Â of Â motivational Â strategies Â by Â teachers Â can Â motivate Â or Â demotivate students Â in approaching English as a foreign language. The questionnaire was administered to 50 different students selected randomly. Taking the frequency of options and applying the statistics, the results revealed that teachers did not use motivational strategies to promote English language learning in their students. Â Then, Â using Â descriptive Â and Â qualitative Â analyses, Â it Â was Â discussed how Â the Â lack Â of motivational strategies by teachers can bear negative consequences on studentsâ€™ learning achievements. The findings of the present study bear significant implications and applications for second language instructors specifically those who teach at University of BihaÄ‡.
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