Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/96736
DC Field | Value | Language |
---|---|---|
dc.contributor | English Language Centre | en_US |
dc.contributor | School of Professional Education and Executive Development | en_US |
dc.creator | Lee, TSO | en_US |
dc.creator | Lin, SY | en_US |
dc.date.accessioned | 2022-12-16T03:14:04Z | - |
dc.date.available | 2022-12-16T03:14:04Z | - |
dc.identifier.issn | 0013-1881 | en_US |
dc.identifier.uri | http://hdl.handle.net/10397/96736 | - |
dc.language.iso | en | en_US |
dc.publisher | Routledge | en_US |
dc.rights | © 2019 NFER | en_US |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis in Educational research on 29 Oct 2019 (published online), available at: http://www.tandfonline.com/10.1080/00131881.2019.1677170 | en_US |
dc.subject | Motivation | en_US |
dc.subject | Motivational strategies | en_US |
dc.subject | Feasibility | en_US |
dc.subject | Hong Kong | en_US |
dc.subject | EFL | en_US |
dc.subject | Teaching and learning approaches | en_US |
dc.title | English teachers’ uses of motivational strategies beyond an established framework | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 451 | en_US |
dc.identifier.epage | 468 | en_US |
dc.identifier.volume | 61 | en_US |
dc.identifier.issue | 4 | en_US |
dc.identifier.doi | 10.1080/00131881.2019.1677170 | en_US |
dcterms.abstract | Background: Although the usefulness of Dörnyei’s framework of motivational strategies to language teachers has been widely tested, motivational techniques that are not within the framework have less commonly been accounted for. | en_US |
dcterms.abstract | Purpose: This study explores the uses of motivational strategies beyond Dörnyei’s taxonomy, and the factors that cause English teachers to use them. | en_US |
dcterms.abstract | Methods: In total, 22 teachers of English as a foreign language (EFL) in Hong Kong participated in this study. Reflective journal data and interview data, supported by classroom observations, were collected and analysed qualitatively. | en_US |
dcterms.abstract | Findings: The results reveal that, while most of the reported strategies corresponded closely to Dörnyei’s recommendations, two additional macrostrategies – routine teaching activities and uses of authentic materials – were employed. The most predominant factor leading to the use of these two macrostrategies was a concern about feasibility. | en_US |
dcterms.abstract | Conclusions: This study hence suggests the need for a new line of research on strategies that are primarily instructional and secondarily motivational, as well as further studies that take the feasibility of motivational strategies into greater consideration. | en_US |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | Educational research, 2019, v. 61, no. 4, p. 451-468 | en_US |
dcterms.isPartOf | Educational research | en_US |
dcterms.issued | 2019 | - |
dc.identifier.eissn | 1469-5847 | en_US |
dc.description.validate | 202212 bckw | en_US |
dc.description.oa | Accepted Manuscript | en_US |
dc.identifier.FolderNumber | ELC-0013 | - |
dc.description.pubStatus | Published | en_US |
dc.identifier.OPUS | 25068292 | - |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Lee_English_Teachers_Uses.pdf | Pre-Published version | 1.15 MB | Adobe PDF | View/Open |
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