An Exploration of the EFL Instructors’ Use of Motivational Strategies in Communicative English Skills Classes: Mekelle University in Focus
| dc.contributor.advisor | Demissie, Teshome (PhD) | |
| dc.contributor.author | Mohammed, Jemal | |
| dc.date.accessioned | 2018-06-20T08:01:33Z | |
| dc.date.accessioned | 2023-12-05T13:48:50Z | |
| dc.date.available | 2018-06-20T08:01:33Z | |
| dc.date.available | 2023-12-05T13:48:50Z | |
| dc.date.issued | 2007-08 | |
| dc.description.abstract | his study was conducted to explore EFL instructors’ use of motivational strategies in Communicative English Skills classes at Mekelle University. To achieve the objective of the study, the following questions were raised: What is the EFL instructors’ perception of using motivational strategies in communicative English skills classes? To what extent are the instructors using motivational strategies in Communicative English Skills classes? How is the instructors’ use of motivational strategies, if any, perceived by the learners? To find answers to these questions, data were gathered using observation checklist, interview and questionnaire. Each instructor’s sessions were observed twice. The interview was conducted with all the instructors (eight). All of the instructors and one hundred eight students completed the questionnaire. The data obtained via these tools were analyzed quantitatively and qualitatively. From the analysis of the observation checklist data, a positive result was reported concerning the instructors’ motivational behaviour and the students’ motivational intensity. The analysis of the two groups’ responses to the close-ended items of the questionnaire also revealed positive results, as the average mean scores of the instructors’ responses and the students’ responses were 4.20 and 4.06 respectively. The results of the open-ended item of the questionnaire and the interview also attested this finding. From this study, it was, therefore, evident that: the instructors had good awareness of the contribution of motivational strategies; they were employing motivational strategies in the Communicative English Skills classes to a fairly good extent; and the students were well aware of the instructors’ motivational efforts. The instructors’ efforts in promoting learners’ positive self-evaluation and the students’ feedback seeking behaviour were reported to be minimal, however. Finally, based on the findings recommendations were made. Instructors should do their level best to promote learners’ positive self-evaluation, feedback seeking behaviour, and self-motivating strategies; and should periodically conduct action researches pertaining to motivational teaching practice were among the recommendations m | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/2112 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Motivational Strategies in Communicative English | en_US |
| dc.title | An Exploration of the EFL Instructors’ Use of Motivational Strategies in Communicative English Skills Classes: Mekelle University in Focus | en_US |
| dc.type | Thesis | en_US |