TEACHERS’ MOTIVATIONAL STRATEGIES AS CORRELATE TO LINGUISTIC PERFORMANCE AMONG FRESHMAN COLLEGE STUDENTS IN WESTERN MINDANAO STATE UNIVERSITY
Journal Title: International Journal of Educational Science and Research (IJESR) - Year 2017, Vol 7, Issue 1
Abstract
The study investigated the correlation between teachers’ motivational strategies (TMS) and students’ linguistic performance (SLP). It is delimited to the hypothesized significant relationship between TMS and SLP; and significant difference in the TMS when data were grouped according to gender, educational attainment (EA), and length of Service (LOS). Results revealed that TMS are described as Always used in classroom instruction such as Instructor’s Enthusiasm (IE), Active Involvement of the Students (AIS), Appropriate Difficulty Level of the Material (ADL), and Variety (VAR); and described as Often employed such as Relevance of the Material (RM), Organization of the Course (OC), Rapport between Teacher and Students (RbTS), Use of Appropriate, Concrete, and Understandable Examples (UACUE). Students perceived that their teachers have often used MS. The overall SLP is described as limited user of the English language. The TMS are not correlated with the SLP. Gender does not differ significantly in the TMS. Variables EA and LOS do not influence TMS. This proves Krashen’s Affective Filter Theory-the low anxiety level of classroom atmosphere evidenced by IE & AIS. It is concluded that teachers often used MS as confirmed by their students, however these MS have not influenced the SLP. This suggests that there should be English Teachers’ Training/Seminar on appropriate use of MS to enhance the SLP in grammar and vocabulary acquisition. Similar study can be conducted to include variables like type of schools, course, ethnicity, and on the four macro skills - listening, speaking, reading, and writing.
Authors and Affiliations
SURMA J. WERBLE
Keywords
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