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Research paper thumbnail of Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement

Modern Language Journal, 2008

This study investigated language teaching strategies, as reported by teachers and students, and t... more This study investigated language teaching strategies, as reported by teachers and students, and the effects of these strategies on students' motivation and English achievement. The participants consisted of 31 English as a foreign language (EFL) teachers and their students (N = 694) in Catalonia, Spain. The teachers and students rated the frequency of use of 26 strategies in their classes. In addition, the students were tested on their attitudes, motivation, and language anxiety with the mini-Attitude Motivation Test Battery (AMTB; Gardner & MacIntyre, 1993) and completed objective tests of English achievement.

Research paper thumbnail of Attitudes and Motivation in Second-Language Acquisition: A Study of International Students in China from a Cultural Perspective 1

Educators, teachers, and parents in both Western and non-Western countries have long considered m... more Educators, teachers, and parents in both Western and non-Western countries have long considered motivation a key to successful academic performance. Dörnyei (2001) and Oxford and Ehrman (1992), for example, have proposed that learners’ attitudes toward and motivation for learning the target language are important factors for second- (or foreign-) language acquisition (SLA).

Research paper thumbnail of The Role of Students' Attitudes and Motivation in Second Language Learning in Online Language Courses

This study investigated the role of students' motivation and attitudes in second language (L2) st... more This study investigated the role of students' motivation and attitudes in second language (L2) study within an online language course context (LOL). Students' attitudes and motivation were examined within a socioeducational framework while learning contexts were examined based on Dörneyi's (1994) components of foreign language learning motivation. Students' learning behaviors and learning outcomes were used as predictor and criterion variables in a series of quantitative and qualitative analyses. The results showed that students tended to have relatively high anxiety about the LOL course at the beginning of the semester, perhaps due to their lack of familiarity with the specific LOL learning environment. However, students' motivation and attitudes toward L2 study were relatively positive and stable during the course. The findings provided some evidence that motivated students studied regularly and productively to take every opportunity to perfect their language skills. It was also found that each teacher idiosyncratically implemented the LOL course, thereby creating a unique class culture and affecting students' motivation and attitudes toward studying the L2 in the LOL context. The findings reinforced the importance of students' motivation and attitudes in L2 study and, equally important, the continuing critical role of the teacher in technology-enhanced teaching.

Research paper thumbnail of Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature*

Research paper thumbnail of A student's contributions to second-language learning. Part II: Affective variables

Language teaching, 1993

Robert C. Gardner is professor of psychology at the University of Western Ontario, London, Canada... more Robert C. Gardner is professor of psychology at the University of Western Ontario, London, Canada. He has written books and articles on the role of attitudes and motivation on second language learning, co-edited a book on ethnic relations in Canada, and published ...

Research paper thumbnail of Teacher Motivation Strategies, Student Perceptions, Student Motivation, and English Achievement

Modern Language Journal, 2008

This study investigated language teaching strategies, as reported by teachers and students, and t... more This study investigated language teaching strategies, as reported by teachers and students, and the effects of these strategies on students' motivation and English achievement. The participants consisted of 31 English as a foreign language (EFL) teachers and their students (N = 694) in Catalonia, Spain. The teachers and students rated the frequency of use of 26 strategies in their classes. In addition, the students were tested on their attitudes, motivation, and language anxiety with the mini-Attitude Motivation Test Battery (AMTB; Gardner & MacIntyre, 1993) and completed objective tests of English achievement.

Research paper thumbnail of Attitudes and Motivation in Second-Language Acquisition: A Study of International Students in China from a Cultural Perspective 1

Educators, teachers, and parents in both Western and non-Western countries have long considered m... more Educators, teachers, and parents in both Western and non-Western countries have long considered motivation a key to successful academic performance. Dörnyei (2001) and Oxford and Ehrman (1992), for example, have proposed that learners’ attitudes toward and motivation for learning the target language are important factors for second- (or foreign-) language acquisition (SLA).

Research paper thumbnail of The Role of Students' Attitudes and Motivation in Second Language Learning in Online Language Courses

This study investigated the role of students' motivation and attitudes in second language (L2) st... more This study investigated the role of students' motivation and attitudes in second language (L2) study within an online language course context (LOL). Students' attitudes and motivation were examined within a socioeducational framework while learning contexts were examined based on Dörneyi's (1994) components of foreign language learning motivation. Students' learning behaviors and learning outcomes were used as predictor and criterion variables in a series of quantitative and qualitative analyses. The results showed that students tended to have relatively high anxiety about the LOL course at the beginning of the semester, perhaps due to their lack of familiarity with the specific LOL learning environment. However, students' motivation and attitudes toward L2 study were relatively positive and stable during the course. The findings provided some evidence that motivated students studied regularly and productively to take every opportunity to perfect their language skills. It was also found that each teacher idiosyncratically implemented the LOL course, thereby creating a unique class culture and affecting students' motivation and attitudes toward studying the L2 in the LOL context. The findings reinforced the importance of students' motivation and attitudes in L2 study and, equally important, the continuing critical role of the teacher in technology-enhanced teaching.

Research paper thumbnail of Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature*

Research paper thumbnail of A student's contributions to second-language learning. Part II: Affective variables

Language teaching, 1993

Robert C. Gardner is professor of psychology at the University of Western Ontario, London, Canada... more Robert C. Gardner is professor of psychology at the University of Western Ontario, London, Canada. He has written books and articles on the role of attitudes and motivation on second language learning, co-edited a book on ethnic relations in Canada, and published ...

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