On the Relationship between Iranian EFL Teachers` Interaction Style and L2 Learning Motivation

Having enough motivation to learn a foreign language is one of the main variables that affects the achievement of language learners. The present study attempted to investigate the correlation between L2 learning motivation and teacher interactional styles as perceived by teachers themselves and their students. The participants were 97 adult EFL learners who were studying English in a private language teaching institute in Iran. The participants` L2 learning motivation was measured using the Motivational State Questionnaire and their perception of their teacher interactional style was measured using Questionnaire for Teacher Interaction (student version) and teachers` perception of theory own communication style was evaluated using Questionnaire for Teacher Interaction (teacher version). Descriptive statistics and Pearson product moment correlation were used to analyze the data. The results of the study reveal that learners` perception of their teachers` interpersonal style was significantly related to their L2 learning motivation. Also, it was found that students` L2 motivation was related to the teachers` perceived communication style, too. Based on the findings, it might be concluded that EFL teachers` communication strategies can be used as a way to motivate learners in EFL classes. Implications of the findings for teacher educators and teachers are discussed.

Keywords:

L2 learning motivation , teacher-student communication , teacher classroom behavior