초록 열기/닫기 버튼
Many studies have investigated the effect and role of motivation in learning andteaching but research on the behavior of primary English teachers using motivationalstrategies is scarce. Thus, the study examined primary teachers’ use of motivationalstrategies in their English class. The study also investigated how teachers’ variables(teaching experience and L2 proficiency) affect their use of motivational strategies. Teachers’ motivational strategy questionnaires were developed based on Keller’sARCS model and used to collect the data. A total of 114 primary English teachersparticipated in this study and Factor Analysis, ANOVA, MANOVA and Paired-samplet-test were used to analyze the data. The results showed that primary English teachers used quite enough amount of motivational strategies while they were teaching English (M=3.793). However the mean score of teachers’ actual use of motivational strategies was lower than that of their perception on the importance of using motivationalstrategies. While teaching experience showed minor effect, L2 proficiency turned outto be the major effect on their use of motivational strategies. Pedagogical implicationsare also discussed.
키워드열기/닫기 버튼
motivation, motivational strategies, teaching experience, teachers’ L2 proficiency
