What makes them the best English teachers? An analysis of the motivational strategy use based on ARCS model
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What makes them the best English teachers? An analysis of the motivational strategy use based on ARCS model Eun-Young Jeon1 Received: 19 January 2019 / Accepted: 3 September 2020 © Springer Nature Singapore Pte Ltd. 2020
Abstract A good English teacher can be defined as a motivator in learning English. The present study investigated how often and in what ways the best English teachers utilized motivational strategies in their classrooms by using Keller’s attention, relevance, confidence, satisfaction (ARCS) model as a framework for the analysis. The teaching clips from “The Best English Teachers” produced by EBS (Educational Broadcasting System) were observed. At the same time, a frequency count was made on the use of ARCS motivational strategy by the twelve best English teachers. Even though their strategy uses were heavily concentrated on attention strategies (n 354), other strategies (satisfaction: n 149; confidence: n 144; relevance: n 131) were also effectively utilized. In addition, the Friedman test showed well-balanced use of ARCS strategies of the best English teachers in beginning, during, and closing phase of instruction. Suggestions were made for EFL teacher education based on the findings. Keywords Best English teachers · Attention · Relevance · Confidence · Satisfaction · Motivational strategy
1 Introduction What can be the most important quality of a good English teacher? As any good teacher can be defined as “a motivator of learning” (Lamb 2017, p. 303), a good English teacher is the one who motivates his or her students in learning English. As motivation is an essential component for student involvement in any type of learning task (Malone and Lepper 1987), motivation has been regarded as a critical concept in many studies of human learning (Chang and Lehman 2002). Moreover, motivation is considered as one of the decisive factors influencing students’ academic performance (Keller 1987). For example, in a language classroom, higher level of students’ motivation was shown to bring about higher L2 achievement (Alrabai 2016; Joe 2014). Overall, a wide body of research on motivation has substantiated that the learners can be either motivated or demotivated by what happens inside the language classroom and
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Eun-Young Jeon [email protected] Department of English Language and Literature, Chonbuk National University, 567 Baekje-daero, Deokjin-gu, Jeonju-si, Jeollabuk-do 54896, Republic of Korea
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the language teacher holds the major responsibility to this matter (Dörnyei 2001a; Lamb 2017). Regrettably, however, a number of studies have pointed out the teachers to be the main source of demotivation (Falout and Maruyama 2004; Gorham and Christophel 1992; Trang and Baldauf 2007; Zhang 2007). Nevertheless, motivating students in the language classroom is still quite challenging for most L2 teachers (Maeng and Lee 2015) and even more so for novice teachers (Veenman 1984). Specifically, demotivating aspects of L2 classroom teaching include either having too much teacher control (
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