Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement

By Mercè Bernaus, R. Gardner. 2008

434 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/00d32509c8f904c752dbeabadc40b8c8234291b1

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In Education

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

The motivational dimension of language teaching (2017, background): “Bernaus & Gardner (2008) divided motivational teaching strategies into ‘traditional’ (centred on the teacher’s behaviour e.g. ‘I make my students do dictations’) and ‘innovative’ (based on a learner-centred methodology e.g. ‘my students do self-evaluation and T H E M O T I V A T I O N A L D I M E N…”
Teacher motivation: Definition, research development and implications for teachers (2016, background): “Although teacher motivation has been found related to student motivation via teachers’ use of motivating strategies (Bernaus & Gardner, 2008; Bernaus, Wilson, & Gardner, 2009), among the various motivation theories that have been applied to teacher motivation research, self-determination theory…”
Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand (2016, background): “…to investigate motivation (e.g. Chumcharoensuk, 2013; Inngam & Eamoraphan, 2014; Kitjaroonchai, 2012; Wimolmas, 2013) and teachers’ motivational strategies (e.g., Bernaus & Gardner, 2008; Bernaus, Wilson, & Gardner, 2008; Cheng & Dörnyei, 2007; Dörnyei & Csiźer, 1998; Wang & Vibulphol, 2015).”
Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement (2009, methodology): “It is based on data used by Bernaus and Gardner (2008) but directed to a question not investigated in that study.”
Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, methodology): “Similarly, Bernaus and Gardner (2008) investigated the use of 26 motivational strategies as perceived by 31 teachers and 694 students of EFL in Spain.”
Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, neutral): “…that theorizing and research about language learning has generally overlooked the importance of the teacher in the students' learning process (e.g., Bernaus & Gardner, 2008; D€ornyei & Csiz er, 1998). e cite this article in press as: McEown, M. S., et al., Students' self-determined and integrative…”
Coping with natural disasters in Yogyakarta, Indonesia: A study of elementary school teachers (2013, background): “The third day focused on child misbehavior and supporting children’s attention in class (e.g., Bernaus & Gardner, 2008).”
A Review of Intrinsic and Extrinsic Motivations of ESL Learners (2015, methodology): “In another study by Bernaus and Gardner [30], results”
Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “For instance, Bernaus and Gardner (2008) connected students’ perceptions of teaching strategies (attitudes toward the learning situation) with their motivation and their achievement in a large-scale survey.”
The Effects of the STAD-Cooperative Learning Method on Student Achievement, Attitude and Motivation in Economics Education (2012, methodology): “In previous studies, Bernaus and Gardner (2008) and van Wyk (2007) observed increases in achievement and motivation gains when cooperative learning replaced the traditional form of instruction.”
Intrinsic motivation of Chinese learning in predicting online learning self-efficacy and flow experience relevant to students’ learning progress (2017, background): “…answers while playing the CRLG. Nobels (2001) mentioned motivational orientations as the underpinning reasons for learning a second language, while Bernaus and Gardner (2008) as well as Pae (2008) postulated that intrinsic motivation is connected directly or indirectly through the mediating…”
The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement (2016, background): “…causally affects learner motivation levels and that higher motivation leads to higher SL achievement (e.g. Gardner and Lambert 1972; Crookes and Schmidt 1991; Ellis 1994; Oxford and Shearin 1994; Chambers 1999; Gardner 2001; Masgoret and Gardner 2003; Bernaus and Gardner 2008; Lasagabaster 2011).”