For over two decades, scholars in the field of second language
teaching have proposed extensive lists of strategies to motivate
language learners. However, the number of studies investigating the
actual use of those strategies in L2 classrooms is meager. This
book examines the importance and frequency of 43 motivational
strategies divided into 16 conceptual domains. Twenty-three
teachers and 213 of an EFL school participated in the
investigation. Quantitative and qualitative data were drawn from
questionnaires, interviews, and classroom observations. The results
suggest that from the 16 conceptual domains of motivational
strategies, three are potentially motivating. Results also reveal
that some strategies regarded as important have been underutilized
in the classroom. The analysis and findings may help language
instructors, researchers in the field of linguistics and pedagogues
increase their awareness of a more motivating learning.
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