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Examining the Perspective of Element...

Toycu, Omer.

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Examining the Perspective of Elementary ESL Teacher's Motivation Strategies and Promoting Language Learning Motivation of English Learners.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Perspective of Elementary ESL Teacher's Motivation Strategies and Promoting Language Learning Motivation of English Learners./
Author:	Toycu, Omer.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	127 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	English as a second language. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30814612
ISBN:	9798381327182

Examining the Perspective of Elementary ESL Teacher's Motivation Strategies and Promoting Language Learning Motivation of English Learners.
Toycu, Omer.

Examining the Perspective of Elementary ESL Teacher's Motivation Strategies and Promoting Language Learning Motivation of English Learners. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 127 p.

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2023.

This item must not be sold to any third party vendors.

The purpose of this research was to analyze the perspective of teachers toward motivation strategies in teaching elementary ESL students and to determine which motivational strategies are more effective for ESL students in one of the Elementary schools in North Texas. The survey was sent to 50 ESL teachers who were currently teachers at one of the elementary schools in North Texas. Among these participants, sixteen did not complete the survey. Therefore, only 34 responses were used for data analysis. The researcher analysed each of the questions based upon Gardner and Lambert (1959) and compared the research question and the 25 survey questions regarding which motivational strategies ESL teachers believe are effective in motivating students.The study seeks to uncover the specific ESL strategies that English as a second language (ESL) elementary teachers perceive as successful in motivating students. By examining these strategies, we aim to gain insights into how teachers harness both intrinsic and extrinsic factors to encourage and sustain students' motivation. Motivation is important in second language or{A0}foreign language acquisition and many researchers have conducted studies in an attempt to shed light on the subject (Crookes & Schmidt, 1991; Dornyei, 1994; Gardner & Lambert, 1972; Oxford & Shearin, 1994; Tremblay & Gardner, 1995).{A0}This study aimed to contribute to teacher perspectives of second language motivation and second language acquisition research by conducting a data research survey using the Teachers' use of Motivational Strategy Scale (TUMSS) in second language learning. This research has consistently shown that many teachers strongly support and utilize motivational strategies in the classroom. These strategies can have a significant positive impact, particularly for students who were previously unmotivated. Teachers can become transformational leaders, and the engine of this transformational drive is the teacher's vision for change and improvement.{A0}Additional studies are needed to examine the existing survey research study by comparing different groups of students. These groups should encompass those instructed with varying degrees of motivational strategies and those who receive instruction without any motivational strategies.{A0}

ISBN: 9798381327182Subjects--Topical Terms:

516208
English as a second language.
Subjects--Index Terms:

ESL students

Examining the Perspective of Elementary ESL Teacher's Motivation Strategies and Promoting Language Learning Motivation of English Learners.
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520 $a The purpose of this research was to analyze the perspective of teachers toward motivation strategies in teaching elementary ESL students and to determine which motivational strategies are more effective for ESL students in one of the Elementary schools in North Texas. The survey was sent to 50 ESL teachers who were currently teachers at one of the elementary schools in North Texas. Among these participants, sixteen did not complete the survey. Therefore, only 34 responses were used for data analysis. The researcher analysed each of the questions based upon Gardner and Lambert (1959) and compared the research question and the 25 survey questions regarding which motivational strategies ESL teachers believe are effective in motivating students.The study seeks to uncover the specific ESL strategies that English as a second language (ESL) elementary teachers perceive as successful in motivating students. By examining these strategies, we aim to gain insights into how teachers harness both intrinsic and extrinsic factors to encourage and sustain students' motivation. Motivation is important in second language or{A0}foreign language acquisition and many researchers have conducted studies in an attempt to shed light on the subject (Crookes & Schmidt, 1991; Dornyei, 1994; Gardner & Lambert, 1972; Oxford & Shearin, 1994; Tremblay & Gardner, 1995).{A0}This study aimed to contribute to teacher perspectives of second language motivation and second language acquisition research by conducting a data research survey using the Teachers' use of Motivational Strategy Scale (TUMSS) in second language learning. This research has consistently shown that many teachers strongly support and utilize motivational strategies in the classroom. These strategies can have a significant positive impact, particularly for students who were previously unmotivated. Teachers can become transformational leaders, and the engine of this transformational drive is the teacher's vision for change and improvement.{A0}Additional studies are needed to examine the existing survey research study by comparing different groups of students. These groups should encompass those instructed with varying degrees of motivational strategies and those who receive instruction without any motivational strategies.{A0}
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