Motivational Strategies and the Reframing of English : Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters
(2018) In TESOL quarterly (Print) 52(2). p.247-273- Abstract
- Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL... (More)
- Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers' pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers' language awareness skills become of significant importance. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/13b20313-36e0-47b5-8972-f8692b1a058e
- author
- Henry, Alastair LU ; Korp, Helena LU ; Sundqvist, Pia and Thorsen, Cecilia
- publishing date
- 2018
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- L2 motivation, Specific Languages, Studier av enskilda språk, Didactics, Didaktik, authenticity, extramural English, activity design, motivational strategies
- in
- TESOL quarterly (Print)
- volume
- 52
- issue
- 2
- pages
- 27 pages
- publisher
- Wiley-Blackwell
- external identifiers
-
- scopus:85041848567
- ISSN
- 0039-8322
- DOI
- 10.1002/tesq.394
- language
- English
- LU publication?
- no
- additional info
- 2019-10-24T13:36:29.817+02:00
- id
- 13b20313-36e0-47b5-8972-f8692b1a058e
- date added to LUP
- 2023-09-06 09:07:35
- date last changed
- 2023-09-21 10:56:15
@article{13b20313-36e0-47b5-8972-f8692b1a058e,
abstract = {{Motivational strategies are underresearched, and studies so far conducted have been in sociolinguistic contexts where English is not extensively encountered outside the classroom. Given also that little is known about strategies relating to the design and content of classroom activities, the purpose of this study is to identify and critically evaluate strategies focusing on activity design and content in classroom activities that, in a setting where students have extensive extramural English encounters, teachers have found to be effective in generating motivation. Using Dörnyei's (2001) taxonomy of motivational strategies as an analytical tool, 112 descriptions of motivational activities provided by a randomly drawn sample of secondary EFL teachers in Sweden (N = 252) were content-analyzed with a focus on design and content. Providing support for Dörnyei's proposals, the results reveal the prominence of activities that enable students to work with authentic materials (cultural artefacts produced for a purpose other than teaching) and in ways that can be experienced as authentic. Activities involving digital technologies which provide opportunities for creativity are also prominent. Use of authentic materials places high demands on teachers' pedagogical and linguistic skills. In contexts where students respond positively to such activities, teachers' language awareness skills become of significant importance.}},
author = {{Henry, Alastair and Korp, Helena and Sundqvist, Pia and Thorsen, Cecilia}},
issn = {{0039-8322}},
keywords = {{L2 motivation; Specific Languages; Studier av enskilda språk; Didactics; Didaktik; authenticity; extramural English; activity design; motivational strategies}},
language = {{eng}},
number = {{2}},
pages = {{247--273}},
publisher = {{Wiley-Blackwell}},
series = {{TESOL quarterly (Print)}},
title = {{Motivational Strategies and the Reframing of English : Activity Design and Challenges for Teachers in Contexts of Extensive Extramural Encounters}},
url = {{http://dx.doi.org/10.1002/tesq.394}},
doi = {{10.1002/tesq.394}},
volume = {{52}},
year = {{2018}},
}