The Effects of Different Motivational Strategies on Iranian EFL Learners’ Motivation

While motivation is an important factor in determining the learners’ willingness toward L2 learning,different motivational strategies are adopted by EFL teachers in order to accelerate the process oflearning for the learners. This study examines the effect of different motivational strategies acquiredin classrooms on Iranian EFL learners’ motivation. Forty nine EFL learners consisted of 35 femalesand 14 males, engaged in this study along with four EFL teachers; all females, from two differentEnglish language institutes; Navid Institute and Parsian Institute. The classroom were observed andthe teachers’ use of motivational strategies was graded from 1 to 5.The students were also providedwith some questionnaires for the purpose of measuring their motivation level. In case of investigatingthe significant relationship between motivational strategies and the students, motivation, the statisticalsoftware, SPSS was used and the researcher used the statistical procedures of Correlation Coefficientand One-Way ANOVA. The results were reported in two phases (quantitative phase and qualitativephase). In quantitative phase the significant relationship between the teachers’ use of differentmotivational strategies and the students’ level of motivation was investigated and the findings showedthat there were a significant relationship between the two variables. In qualitative phase , according tothe significant differences between the classrooms, those specific motivational strategies whichcaused such differences were recognized.

Keywords:

motivation , teachers’ motivational strategies , students’ motivation , Iranian EFL learners