An Analysis On The Motivational Stratigies Used By College English Teachers In Class

Motivational strategies refer to the methods of finding and harnessing students’motivation in order to achieve learning goals. When college teachers keep repeatingthe motivational strategies in class, they can increase their teaching effectiveness andhelp students improve their ability to learn English well. Motivational strategies makea lot of difference in a teacher’s instruction and a student’s English learning. Theirfunction improves not only students’ English learning but also their self-confidenceand self-efficacy. However, little domestic research on motivational strategies hasbeen done in the past years. Therefore, the motivational strategies used by collegeEnglish teachers in class are of important practical and theoretical significance.This study, by using a combination of quantitative and qualitative researchmethods, aims to explore the use of motivational strategies by college Englishteachers in class. Through a questionnaire with32items in the format of five-pointLikert-type scale, it examines how teachers used the motivational strategies in class.The Questionnaire includes the motivational strategies most frequently used bycollege teachers. The subjects were136students of arts and science from AnshanNormal University in Liaoning Province. Data from the questionnaire survey wereanalyzed with SPSS13.0. Data analyses included reliability analysis, means,percentages and independent sample t-tests. In addition, interviews of6experiencedcollege teachers were conducted in order to get more detailed information.Results from questionnaire survey and teacher interviews indicated that the mosteffective and important motivational strategies used in class by college Englishteachers included preparing lessons well, devoting to teaching and having passion,being good at listening to students’ opinions and suggestions, caring about students,establishing good relationship with students, sharing English learning experience withstudents, fully affirming students’ academic achievement and progress, teachingstudents learning methods and skills, keeping on encouraging students, creating goodsafe class learning atmosphere, using more English in class, selecting topics and materials students are interested in, making fair and objective assessment of students’learning, and making clear explanations of learning tasks. One surprising finding ofthis study was that students’ English levels, majors and genders didn’t produceinfluence on the effect of motivational strategies.Based on the results of data analysis, this study has come up with a fewconclusions:1) In order to motivate students to learning English well, college Englishteachers can employ rich motivational strategies in class.2) College English teachersfrequently use the motivational strategies they believe in, which can lead to a betterteaching effect.3) For a number of motivational strategies, they are equally importantand effective for students in different fields and students with different English levels.4) Some motivational strategies teachers strongly believe in may not be effective forhelping students with their English. In the instructional process, college Englishteachers need to take more factors into account. Effective English teaching should bebased on students’interests and motivations at any time.