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Yousefi, N., Vosoughi, M., Alemi, M. (2022). More Proficient vs. Less Proficient EFL Learners’ Perceptions of Teachers ‘Motivation Raising Strategies. Journal of English Language Pedagogy and Practice, 10(21), 226-248.
Nasrin Yousefi; Marjan Vosoughi; Mino Alemi. "More Proficient vs. Less Proficient EFL Learners’ Perceptions of Teachers ‘Motivation Raising Strategies". Journal of English Language Pedagogy and Practice, 10, 21, 2022, 226-248.
Yousefi, N., Vosoughi, M., Alemi, M. (2022). 'More Proficient vs. Less Proficient EFL Learners’ Perceptions of Teachers ‘Motivation Raising Strategies', Journal of English Language Pedagogy and Practice, 10(21), pp. 226-248.
Yousefi, N., Vosoughi, M., Alemi, M. More Proficient vs. Less Proficient EFL Learners’ Perceptions of Teachers ‘Motivation Raising Strategies. Journal of English Language Pedagogy and Practice, 2022; 10(21): 226-248.

More Proficient vs. Less Proficient EFL Learners’ Perceptions of Teachers ‘Motivation Raising Strategies

Article 10, Volume 10, Issue 21, Summer and Autumn 2017, Page 226-248  XML PDF (853 K)
Document Type: Research Paper
Authors
Nasrin Yousefi1; Marjan Vosoughi 2; Mino Alemi1
1English Department, Tehran West branch, Islamic Azad University, Tehran, Iran
2English Department, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
Abstract
Motivation raising strategies are frequently used in English as a Foreign Language (EFL) classes; nevertheless, learners’ perceptions of such strategies used by language teachers have not sufficiently been explored. Also, there are not enough studies on differences and similarities between more and less proficient EFL learners regarding this issue. To scrutinize this topic, a groups of more (No=50) and less proficient EFL learners (No=50) participated in this study by completing to a validated, researcher-made questionnaire with a five-point Likert type format. Non-parametric Mann-Whiteny U test was run in the SPSS ver. 23 to check the differences between the two groups. The results of the study verified that, regardless of each individual scale in the utilized questionnaire, overall, the more proficient ones manifested significantly less perceptions on teachers’ motivation raising strategies based on the total estimated mean ranks compared with the less proficient learners.  However, within the surveyed scales, only in the classroom atmosphere scale, the results showed that the less proficient learners were more mindful of teacher strategies for motivation raising. The findings from this study have implications for motivation raising strategy instructions for a language classroom. 
Keywords
extrinsic motivation; intrinsic motivation; more and less proficient EFL learners; perception; motivation raising strategy
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