The Gap between Teachers’ and Students’ P erceptions of Motivation in Chinese EFL Classrooms : A Study Based on Self Determination Theory and the 5Ts Framework
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Motivation plays an import ant role in learning foreign la nguages and many scholars have conducted research on how to maintain and enhance students’ motivation in the EFL class. But few studies have analyzed whether there are mismatches between what teacher s and learners define as t he important factors to motivat e students. This study aims to rectify this gap in our knowledge by analyzing university students’ and teachers’ perceptions of students’ English learning motivation based on self determination theor y (SDT) and the ‘5Ts’ whic h affect motivation (Teacher, T eaching Methodology, Text, Task and Te s t). In order to have a better understanding of students’ and teachers’ perceptions, two questionnaires were designed. Participants were 190 Chinese university s tudents and 122 English te achers. Results show that teach ers and learners have different perspectives for Task and Teacher. To be specific, teachers gave more weight to the Task factor, whereas students focus more on the Teacher factor, including good char acteristics of their teach er. However, teachers and stude nts agree that Teaching methodology and Text play a vital role in motivating students. They also agree that Test is less important. These findings have pedagogical implications for current and prospe ctive English teachers in China and elsewhere.
Abstract
Motivation plays an import ant role in learning foreign la nguages and many scholars have conducted research on how to maintain and enhance students’ motivation in the EFL class. But few studies have analyzed whether there are mismatches between what teacher s and learners define as t he important factors to motivat e students. This study aims to rectify this gap in our knowledge by analyzing university students’ and teachers’ perceptions of students’ English learning motivation based on self determination theor y (SDT) and the ‘5Ts’ whic h affect motivation (Teacher, T eaching Methodology, Text, Task and Te s t). In order to have a better understanding of students’ and teachers’ perceptions, two questionnaires were designed. Participants were 190 Chinese university s tudents and 122 English te achers. Results show that teach ers and learners have different perspectives for Task and Teacher. To be specific, teachers gave more weight to the Task factor, whereas students focus more on the Teacher factor, including good char acteristics of their teach er. However, teachers and stude nts agree that Teaching methodology and Text play a vital role in motivating students. They also agree that Test is less important. These findings have pedagogical implications for current and prospe ctive English teachers in China and elsewhere.
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