2012 Volume 14 Issue 1 Pages 39-50
The purpose of this study was to investigate methods for improving the use of motivational strategies by language teachers. The research questions were as follows, (1) Which motivational strategies do students consider most important? (2) Which motivational strategies are underutilized compared to their relative importance? (3) Do student perceptions regarding motivational strategies change as the course progresses? Two questionnaires were administrated to 70 first-year university students enrolled in English communication classes. Analysis showed students consider the creation of a supportive atmosphere, promoting group cohesiveness and reducing fear to be most important, regardless of course progress. Analysis also revealed that teachers did not sufficiently promote language value, create realistic beliefs or reduce anxiety compared to their relative importance. The identification of these differences demonstrated the usefulness of this research model as a framework for identifying areas of instruction in need of improvement.