Descriptive and Qualitative Analyses of How the Lack of Motivational Strategies Can Bear Negative Consequences on Students’ Learning Achievements
Keywords:
motivational strategies, learning achievements, second language instructorsAbstract
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 Chastain’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  the  use  of  motivational  strategies  by  teachers  can  motivate  or  demotivate students  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.  Then,  using  descriptive  and  qualitative  analyses,  it  was  discussed how  the  lack  of motivational strategies by teachers can bear negative consequences on students’ learning achievements. The findings of the present study bear significant implications and applications for second language instructors specifically those who teach at University of Bihać.
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