Iranian EFL Senior High School Teachers’ and Second-graders’ Perceptions on Motivational Strategies
Hassan Salmani Kerdabadi & Mansoura Jaafari, Iran, CLEaR2016-308; It is quite complex to motivate EFL students to develop in the target language. These students often face difficulties in learning English and may be demotivated to learn. Research in classroom motivation has found that certain strategies can help these students adopt more positive attitudes and become more motivated in the learning process. The present research is a modified replication of N. N. Bacha and M. Nabhani’s study (Bahous, R., Bacha, N. N., Nabhani, M, 33-43, 2011.). It investigates the perceptions through interviewing students and surveying teachers’ views in an EFL Program of the problems that prevent these students from learning in the English classes related to motivation. Findings show that learners are not motivated to learn English because of an over-focus on reading and writing skills with very little new learning experiences, uninteresting materials, and unclear links between language courses and their majors or future careers. Results also indicate that teachers complain of unmotivated students and pre-structured or prescribed syllabi leaving little room for communicative methods. Implications are made for the classroom.
Keywords: Motivation, Language learning, High School EFL Second-graders, Iran
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