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Journals / Eurasian Journal of Applied Linguistics / 2018 / Cilt: 4 - Sayı: 1

Iranian EFL Learners’ Perception of the Importance and Frequency of Teachers’ Motivational Strategies

Saeed SAFDARİ
Pages
17–25
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results are discussed with particular attention to the cultural context of Iran

📌 3 Key Takeaways

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Objective & Hypothesis:The purpose of this article is to study the perception of Iranian EFL learners of the importance and frequency of their teachers’ motivational strategies.
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Key Findings & Data:A total of 168 students took part in the study and completed a Likert scale questionnaire on both importance and frequency of the motivational strategies in their language classrooms.
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Conclusion & Impact:The results are discussed with particular attention to the cultural context of Iran
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:L2 motivation · motivational strategies · EFL learners

Abstract

The purpose of this article is to study the perception of Iranian EFL learners of the importance and frequency of their teachers’ motivational strategies. Preceded by a few similar studies, this research study was conducted in the cultural milieu of Iran where learners have different characteristics compared to their counterparts in other areas of the world. A total of 168 students took part in the study and completed a Likert scale questionnaire on both importance and frequency of the motivational strategies in their language classrooms. The descriptive and correlational analyses revealed that there is relative congruence between what the students regarded to be important and what their teachers performed in the classrooms. Besides, the students’ choice of the strategies shows that they consider the teacher as the major model and source of confidence. The results are discussed with particular attention to the cultural context of Iran

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Cite This Article

SAFDARİ, S. (2018). Iranian EFL Learners’ Perception of the Importance and Frequency of Teachers’ Motivational Strategies. Eurasian Journal of Applied Linguistics, Cilt: 4 - Sayı: 1, 17–25. https://ajindex.com/articles/284859

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References (5)

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