EFL Teachers’ Use of Motivation Strategies Employed in Face-to-face and Online Education Settings
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Learner motivation is regarded as one of the most important factors for successful learning. The present study aims to examine the application of EFL teachers’ motivational strategies in two different teaching delivery modalities: face-to-face and online classes. A total of 48 teachers in South Korea participated in this study and responded to the online survey consisting of 52 questions distributed across 10 major categories to explore teachers' utilization of specific motivation strategies. The results demonstrated that the teachers utilized a broader range of motivation strategies more regularly in face-to-face classes than in online classes. Notably, among the strategies of Category 1, a medium effect size was found between the two settings in terms of teachers’ use of the strategy for making an effort to share that learning English is a meaningful experience. Also, small effect sizes were found in the uses of the rest of the strategies except for one in Category 1. Additionally, motivation strategies in Category 1 (Proper teacher behavior) and Category 3 (Promoting learners’ self-confidence) were employed most frequently across both class settings, while strategies in Category 8 (Familiarizing learners with L2-related values) and Category 10 (Promoting learner autonomy) were less commonly used. These results confirmed that there was a significant difference in strategy use between the two class delivery modalities, potentially attributed to the challenges and limitations encountered by teachers in online settings. Consequently, further exploration is warranted regarding the pedagogical implications of teachers’ use of motivational strategies and classroom atmosphere, particularly considering the influence of cultural characteristics.
Abstract
Learner motivation is regarded as one of the most important factors for successful learning. The present study aims to examine the application of EFL teachers’ motivational strategies in two different teaching delivery modalities: face-to-face and online classes. A total of 48 teachers in South Korea participated in this study and responded to the online survey consisting of 52 questions distributed across 10 major categories to explore teachers' utilization of specific motivation strategies. The results demonstrated that the teachers utilized a broader range of motivation strategies more regularly in face-to-face classes than in online classes. Notably, among the strategies of Category 1, a medium effect size was found between the two settings in terms of teachers’ use of the strategy for making an effort to share that learning English is a meaningful experience. Also, small effect sizes were found in the uses of the rest of the strategies except for one in Category 1. Additionally, motivation strategies in Category 1 (Proper teacher behavior) and Category 3 (Promoting learners’ self-confidence) were employed most frequently across both class settings, while strategies in Category 8 (Familiarizing learners with L2-related values) and Category 10 (Promoting learner autonomy) were less commonly used. These results confirmed that there was a significant difference in strategy use between the two class delivery modalities, potentially attributed to the challenges and limitations encountered by teachers in online settings. Consequently, further exploration is warranted regarding the pedagogical implications of teachers’ use of motivational strategies and classroom atmosphere, particularly considering the influence of cultural characteristics.
참고문헌 (26)
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