More Proficient vs. Less Proficient EFL Learners’ Perceptions of Teachers ‘Motivation Raising Strategies


  • Marjan Vosoughi English Department, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
  • Mino Alemi English Department, Tehran West branch, Islamic Azad University, Tehran, Iran
  • Nasrin Yousefi English Department, Tehran West branch, Islamic Azad University, Tehran, Iran

Motivation raising strategies are frequently used in English as a Foreign Language (EFL) classes; nevertheless, learners’ perceptions of such strategies used by language teachers have not sufficiently been explored. Also, there are not enough studies on differences and similarities between more and less proficient EFL learners regarding this issue. To scrutinize this topic, a groups of more (No=50) and less proficient EFL learners (No=50) participated in this study by completing to a validated, researcher-made questionnaire with a five-point Likert type format. Non-parametric Mann-Whiteny U test was run in the SPSS ver. 23 to check the differences between the two groups. The results of the study verified that, regardless of each individual scale in the utilized questionnaire, overall, the more proficient ones manifested significantly less perceptions on teachers’ motivation raising strategies based on the total estimated mean ranks compared with the less proficient learners.  However, within the surveyed scales, only in the classroom atmosphere scale, the results showed that the less proficient learners were more mindful of teacher strategies for motivation raising. The findings from this study have implications for motivation raising strategy instructions for a language classroom. 

Upgrade to premium to download articles

Sign up to access the full text

sign up

Already have an account?login

similar resources

Coarticulation in non-native speakers of English: /.lv/-sequences in non-proficient vs. proficient learners

This is an acoustic study of the production of English /l/ by Standard German speakers. Previous research categorized these speakers as either non-proficient or proficient with regard to their phonetic abilities. Coarticulation differences might be one of several reasons for less proficient speakers not to be able to overcome their foreign accent. The pattern of consonantal velarization influen...

full text

Second language learners' motivation and their perceptions of teachers' motivation

International students learning English as a second language in Australia were studied to find how their perception of teachers’ level of commitment to teach them English affects their own motivation to study English. A questionnaire survey was administered on the learners at three different levels of proficiency to also identify the relationship between the levels of study and the learners’ pe...

full text

EFL Teachers’ Pedagogic Strategies and Students’ Willingness to Communicate: Teachers’ and Learners’ Perceptions

This study explored both teachers’ and learners’ perceptions of teachers’ pedagogic strategies which may engender willingness to communicate (WTC) in an English as a foreign language class and the difference between their perceptions to detect how convergent or possibly how divergent these are. The project used a convenience sample of 300 students taking an intermediate English course and their...

full text

Meta-Cognitive Strategy Use in Reading Comprehension among Iranian EFL Learners of Varying Levels of Proficiency

This study explored the use of meta-cognitive strategies (MCS) in reading comprehension among Iranian EFL learners with varying levels of proficiency (i.e. high proficient vs. low proficient). Furthermore, there was an attempt to investigate the impact of motivation on language learners’ MCS use. The proposed hypotheses predicted: 1) there is no significant difference between the high proficien...

full text

Computerized temporal handwriting characteristics of proficient and non-proficient handwriters.

OBJECTIVE The purpose of this study was to use computerized temporal measures to examine and compare the writing process of proficient and non-proficient third-grade handwriters. METHOD A computerized digitizer system was used to compare the temporal handwriting measures of two groups of 8-9-year-old students. Classroom teachers used a questionnaire to identify 50 students who were non-profic...

full text

Building Automaticity of Word Recognition for Less Proficient Readers

______________ The purpose of this article is to reveal how to build the automatic process of word recognition for those who are less proficient at reading. The article initially looks at the problems less proficient readers face and what research has revealed. It then moves to explore what teachers can do in their practice, such as reading aloud, unlocking pronunciation models, the use of audi...

full text

Save to my library

Save to my library Already added to my library

{@ msg_add @}

  Save resource for easier access later

Download full text

Sign up to access the full text


Already have an account?login

Journal title:

volume 10  issue 21

pages  226- 248

publication date 2022-09-01

By following a journal you will be notified via email when a new issue of this journal is published.

Hosted on Doprax cloud platform

copyright © 2015-2022