Motivational Strategies Used In Chinese EFL Classrooms: A Study Of High School Teachers

It is generally acknowledged that motivation is an important non-intelligent factor affecting success of second or foreign language learning. As language learning, especially foreign language learning, is mostly carried out in classroom settings, the role of teachers in motivating students deserves great attention. Recent years have witnessed much research on motivational strategies that are applicable to different groups of teachers. However, few empirical studies have been conducted to look into classroom settings, particularly in high schools. To fill up this gap, this study investigates the perceptions and use of motivational strategies by high school teachers in Chinese EFL classrooms, and explores the factors influencing their perceptions and practice.The data of the study were collected via a questionnaire survey of 103 high school teachers of three areas in Shandong Province, and subsequent interviews of six teachers among them. The results show that teachers perceived some general strategies as important and frequently used, which include serving as a model in the classroom, developing a rapport with the students, increasing students' self-confidence in their linguistic competence, giving clear lesson presentations, creating a pleasant and relaxed classroom atmosphere, promoting effort attributions, etc. In terms of the frequency of motivational strategy use, strategies were used at different frequencies, some at high levels and some at relatively low levels. In addition, gender was found to have little effect on teachers' beliefs and use of motivational strategies, whereas teaching experience was found influencing.Based on the discussion of the above results and findings, some tentative suggestions were put forwaid both teachers and school administrators. Teachers are advised to draw attention to the potential motivating effects of some strategies, use a variety of motivational techniques, consciously build up group dynamics in the classroom, and strengthen communication with colleagues and students. Schools are advised to promote teacher training and teacher autonomy.