ESP Teachers’ use of motivational strategies: A classroom-oriented view of Estonian university teaching
Bochra Kouraïchi
King Khalid University, Saudi Arabia, SOAS University of London, The United KingdomBochra Kouraïchi is an Assistant Professor of Applied Linguistics at King Khalid University and a recently appointed Research Associate at SOAS University of London. She holds a PhD in Applied Linguistics from the University of Szeged (2023). In 2014–2015, she was awarded a Fulbright grant to teach Arabic at SUNY Binghamton. She also holds an MA in Linguistics from the University of Sfax and an MA in Translation and Interpreting from the University of Tunis El Manar. With extensive teaching experience in Tunisia, Hungary, the United States, and Saudi Arabia, her research focuses on multilingualism, LOTE (Languages Other Than English) motivation, and language learning motivation.
https://orcid.org/0000-0001-8941-9745
Abstract
Research on L2 motivation and English for specific purposes (ESP) is quite scarce. This study explores Estonian ESP teachers’ use of motivational strategies (MotS) and whether their students see them motivating. It also seeks to identify the MotS that teachers use most as well as highlight any differences between teachers’ self-reported use of MotS and their motivational practice. Teachers and students at an Estonian university were asked to answer a questionnaire that follows Keller’s (2010) ARCS model. Class observations were conducted for in-person and online classes using Guilloteaux and Dörnyei’s (2008) scheme. Quantitative and qualitative methods were used to analyze the data. The findings show that teachers use confidence-building strategies the most.
Keywords:
ARCS model, motivational strategies, language learning motivation, English for Specific Purposes, Estonian higher educationReferences
Altalib, A. N. K. (2019). L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia. Australian Journal of Applied Linguistics, 2(1), 1–16. https://doi.org/10.29140/ajal.v2n1.113
Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387–401. https://doi.org/10.1111/j.1540-4781.2008.00753.x
Cheng, H.-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153–174. https://doi.org/10.2167/illt048.0
Dörnyei, Z. (1994). Understanding L2 motivation: On with the challenge! The Modern Language Journal, 78(4), 515–523. https://doi.org/10.1111/j.1540-4781.1994.tb02071.x
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Dörnyei, Z. (2005). The psychology of the language learner: individual differences in second language acquisition. Erlbaum.
Dörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2(3), 203–229. https://doi.org/10.1177/136216889800200303
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited (1st ed.). Routledge. https://doi.org/10.4324/9781315779553
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching: Motivation (2nd ed.). Routledge.
Dörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge.
Estonian Research Information System. https://www.etis.ee
European Commission (2017). Education and training monitor 2017. https://ec.europa.eu/education/sites/education/files/monitor2017-country-reports_en.pdf
Guilloteaux, M.-J. (2013). Motivational strategies for the language classroom: Perceptions of Korean secondary school English teachers. System, 41(1), 3–14. https://doi.org/10.1016/j.system.2012.12.002
Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom‐oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77. https://doi.org/10.1002/j.1545-7249.2008.tb00207.x
Hatch, E. & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Heinle & Heinle.
Hsu, H.-W. (2020). A classroom-oriented exploration of rural high school teacher’s motivational practice on student motivation. English Teaching & Learning, 44(3), 229–254. https://doi.org/10.1007/s42321-019-00043-0
Hutchinson, T., & Waters, A. (1987). English for Specific Purposes (1st ed.). Cambridge University Press. https://doi.org/10.1017/CBO9780511733031
Karimi, M. N., & Hosseini Zade, S. S. (2019). Teachers’ use of motivational strategies: Effects of a motivation-oriented professional development course. Innovation in Language Learning and Teaching, 13(2), 194–204. https://doi.org/10.1080/17501229.2017.1422255
Kálmán, C. (2022). The role of ESP in motivating adult learners of English: A questionnaire study in Hungarian corporate contexts. Scripta Manent 15(2), 53–76.
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.
Kouraichi, B. & Lesznyák, M. (2022). Teachers’ use of motivational strategies in the EFL classroom: A study of Hungarian high schools. Anglica: An International Journal of English Studies 31(2), 147–168. https://doi.org.10.7311/0860-5734.31.2.08
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301–346. https://doi.org/10.1017/S0261444817000088
Lamb, M. (2019). Motivational teaching strategies. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 287–305). Springer International Publishing. https://doi.org/10.1007/978-3-030-28380-3_14
Lee, J. H., & Lo, Y. Y. (2017). An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners. System, 67, 121–131. https://doi.org/10.1016/j.system.2017.04.017
Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54–62. https://doi.org/10.1016/j.compedu.2018.03.019
Maeng, U., & Lee, S.-M. (2015). EFL teachers’ behavior of using motivational strategies: The case of teaching in the Korean context. Teaching and Teacher Education, 46, 25–36. https://doi.org/10.1016/j.tate.2014.10.010
Mauludin, L. (2021). Students’ perceptions of the most and the least motivating teaching strategies in ESP classes. Iranian Journal of Language Teaching Research, 9(1). https://doi.org/10.30466/ijltr.2021.120980
Meristo, M., & López Arias, F. J. (2021). Challenges in teaching English for specific purposes in Estonian universities. Journal of Teaching English for Specific and Academic Purposes,8(3), 249-263. https://doi.org/10.22190/JTESAP2003249M
Min, M. H., & Chon, Y. V. (2021). Teacher motivational strategies for EFL learners: For better or worse. RELC Journal, 52(3), 557–573. https://doi.org/10.1177/0033688219900812
Ngo, H., Spooner-Lane, R., & Mergler, A. (2017). A comparison of motivation to learn English between English major and non-English major students in a Vietnamese university. Innovation in Language Learning and Teaching, 11(2), 188–202. https://doi.org/10.1080/17501229.2015.1094076
Rahman, M. (2015). English for Specific Purposes (ESP): A holistic review. Universal Journal of Educational Research, 3(1), 24–31. https://doi.org/10.13189/ujer.2015.030104
Ruesch, A., Bown, J., & Dewey, D. P. (2012). Student and teacher perceptions of motivational strategies in the foreign language classroom. Innovation in Language Learning and Teaching, 6(1), 15–27. https://doi.org/10.1080/17501229.2011.562510
Spada, N., & Fröhlich, M. (1995). The communicative orientation of language teaching observation scheme (COLT). MacMillan.
Tire, G. (2021). Estonia: A positive PISA experience. In N. Crato (Ed.), Improving a country’s education (pp. 101–120). Springer International Publishing. https://doi.org/10.1007/978-3-030-59031-4_5
Yang, Z., & Sanchez, H. S. (2021). Teachers’ pedagogical intentions while using motivational strategies. ELT Journal, ccab070. https://doi.org/10.1093/elt/ccab070
Wong, R. M. H. (2014). An investigation of strategies for student motivation in the Chinese EFL context. Innovation in Language Learning and Teaching, 8(2), 132–154. https://doi.org/10.1080/17501229.2013.777449
King Khalid University, Saudi Arabia, SOAS University of London, The United Kingdom
Bochra Kouraïchi is an Assistant Professor of Applied Linguistics at King Khalid University and a recently appointed Research Associate at SOAS University of London. She holds a PhD in Applied Linguistics from the University of Szeged (2023). In 2014–2015, she was awarded a Fulbright grant to teach Arabic at SUNY Binghamton. She also holds an MA in Linguistics from the University of Sfax and an MA in Translation and Interpreting from the University of Tunis El Manar. With extensive teaching experience in Tunisia, Hungary, the United States, and Saudi Arabia, her research focuses on multilingualism, LOTE (Languages Other Than English) motivation, and language learning motivation.
https://orcid.org/0000-0001-8941-9745