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Task-Related Motivational Strategies in EFL Classrooms : A Glimpse into Teachers’ and Students’ Perceptions
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- 발행기관
- 아시아영어교육학회 바로가기
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- 간행물
- The Journal of AsiaTEFL SCOPUS KCI 등재 바로가기
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- 통권
- Vol.18 No.2 (2021.06)바로가기
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- 페이지
- pp.468-488
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- 저자
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- 언어
- 영어(ENG)
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- URL
- https://www.earticle.net/Article/A397444
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5,700원
원문정보
초록
- 영어
- This mixed-method study investigated teacher and student perceptions of the importance of taskrelated motivational strategies (TRMS) in English as a foreign language (EFL) classroom instruction. A 48-item Likert scale questionnaire covering seven domains of TRMS were electronically delivered to teachers (N = 96) at different institutions in a large city in southern Vietnam and their students (N = 220). Concurrently, thirty-four written reflections were obtained from the teachers (N = 17) and the students (N = 17) to shed further light on their perceptions. Examining the participants’ central tendencies showed that they agreed on the motivational value of task nature, task relevance, task materials, task-related feedback, and during-task teacher behavior, but not on task presentation and task level. Item analyses further revealed statistically significant differences in the participants’ perceptions of as much as 23 percent of the TRMS. Recursive content analysis of the journal data corroborated a substantial part of the quantitative results and offered explanations for why each specific difference occurred. These perceptual mismatches provide important pedagogical implications for how teachers can design and implement tasks in the way that is motivating to students whose English learning is entirely confined within classroom walls.
목차
Abstract
Introduction
Literature Review
Studies on Motivational Strategies
Tasks and Task-Related Motivational Strategies
Method
Participants
Data Collection
Data Analysis
Results
Central Tendency of Teacher and Student Perceptions
Top-Rated TRMS
Perceptual Convergences and Divergences
Reflective Journals
Task presentation
Task level
Discussion
Teacher and Student Perceptions
Perceptual Convergences and Divergences
A Model for Task-Related Motivational Teaching Practice
Pre-task strategies
During-task strategies
Post-task strategies
Conclusion
Acknowledgements
The Author
References
Appendix A
Qualtrics-hosted Survey
Appendix B
Reflective Journal Writing
키워드
teacher perception student perception motivation task-related motivational strategies저자
간행물 정보
발행기관
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- 발행기관명
- 아시아영어교육학회 [Asia TEFL]
- 설립연도
- 2004
- 분야
- 사회과학>교육학
- 소개
- The goals of Asia TEFL are to promote scholarship, disseminate information, and facilitate cross-cultural understanding among persons concerned with the teaching and learning of English in Asia. In order to accomplish this, Asia TEFL will pursue the following goals: 1. To link ELT professionals in joint research on issues and concerns regarding English teaching and learning in the Asian context. 2. To publish an academic journal, The Asia TEFL Journal, as an internationally recognized journal in the field of English language teaching. 3. To host conferences and seminars addressing important issues concerning ELT in Asia. 4. To develop proficiency guidelines and assessment methods designed for the needs of the Asian context. 5. To develop programs for Asian learners and teachers of English to build their English language proficiency and cultural understanding and provide them with the skills required to be efficient English teaching professionals.
간행물
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- 간행물명
- The Journal of AsiaTEFL
- 간기
- 계간
- pISSN
- 1738-3102
- eISSN
- 2466-1511
- 수록기간
- 2004~2026
- 등재여부
- SCOPUS,KCI 등재
- 십진분류
- KDC 740 DDC 420
이 권호 내 다른 논문 / The Journal of AsiaTEFL Vol.18 No.2
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