Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement
By Mercè Bernaus, A. Wilson, R. Gardner. 2009
165 citations recorded by the source corpus.
The purpose of this study was to investigate student motivation and achievement in English and their relation to teacher motivation and strategy use in the classroom. Research participants were 31 teachers in Catalonia (Spain) and the 694 students in their classes. The unit of analysis was the English class. The results of our study suggest that teacher motivation is related to teacher use of motivating strategies, which in turn are related to student motivation and English Achievement. Thus, any change in the educational system that promotes higher levels of teacher motivation should result in improved levels of education of the students.
Subfields: Education, Language and Linguistics, Philosophy
View Paper: https://www.semanticscholar.org/paper/d3970d45e9b69856236299d27d7e4604317029f0
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In Education
In Language and Linguistics
- E. Abdollahzadeh
- Mostafa Papi
- Y. Teimouri
- Ali H. Al-Hoorie
- M. Lamb
- Phil Hiver
- Somayeh Tahmouresi
- D. Lasagabaster
In Philosophy
Citations in the corpus
- Teacher Motivational Practice, Student Motivation, and Possible L2 Selves: An Examination in the Iranian EFL Context (2012, methodology): “Using the same data collected by Bernaus and Gardner (2008), Bernaus, Wilson, and Gardner (2009) investigated the relationships among measures of attitudes, motivation, language anxiety, English achievement, and the students’ perceptions of their teachers’ use of L2 motivational strategies, on one…”