Teacher understanding and implementation of motivational strategies in ELT
dc.contributor.author
dc.date.accessioned
2020-02-17T07:26:15Z
dc.date.available
2020-02-17T07:26:15Z
dc.date.issued
2018-04-01
dc.identifier.issn
0951-0893
dc.identifier.uri
dc.description.abstract
This article explores how teachers understand and implement motivational strategies in an ELT context. A qualitative study was carried out with 26 experienced in-service primary school teachers. The study identified initial understandings of the concept of motivation and specific ways in which teachers aimed to implement motivational strategies in their classrooms. The findings verified the hypothesis that teachers’ understandings of motivation were limited and did not reflect the theoretical advances made over recent decades in ELT-related motivational research. The study traced the changes in understandings resulting from a 30-hour, in-service staff training programme developing a process-oriented approach to motivation. The results show that significant changes in understandings can be achieved through focused training activities, with participants expressing clear intentions to apply their new understandings in their classrooms in a way which will shift the emphasis from current teacher-centred approaches to more learner-sensitive environments
dc.format.mimetype
application/pdf
dc.language.iso
eng
dc.publisher
Oxford University Press
dc.relation.isformatof
Versió postprint del document publicat a: https://doi.org/10.1093/elt/ccx044
dc.relation.ispartof
© ELT Journal, 2018, vol. 72, núm. 2, p. 162-174
dc.relation.ispartofseries
Articles publicats (D-DE)
dc.rights
Tots els drets reservats
dc.subject
dc.title
Teacher understanding and implementation of motivational strategies in ELT
dc.type
info:eu-repo/semantics/article
dc.rights.accessRights
info:eu-repo/semantics/openAccess
dc.date.embargoEndDate
info:eu-repo/date/embargoEnd/2020-04-01
dc.type.version
info:eu-repo/semantics/acceptedVersion
dc.identifier.doi
dc.identifier.idgrec
031007
dc.type.peerreviewed
peer-reviewed
dc.identifier.eissn
1477-4526