Abstract
The aim of the present research paper is to investigate the role of a teacher’s motivational intervention in improving EFL learners’ oral performance. The researchers made an attempt to investigate the difference between students’ learning and teachers’ motivation. The researchers also examined EFL learners’ levels by using Oral Production Test (OPT). The researchers selected 150 students at an English-language institute in Iran who were selected through non-random selection. Then, they are randomly divided into fifteen groups (classes) so that every member has an equal chance of being in each group. Each group (class) consists of an equal number of 10 participants. Also, the researchers selected fifteen teachers with different learning styles for each class. These fifteen teachers assessed their motivation strategies through a teacher’s motivational strategies questionnaire. A questionnaire (Dornyei, 2001) was selected to evaluate the motivational strategies of the teacher. The Oral Production Test was measured to the selected classes so as to assess the learners’ oral performance. The results showed that teachers’ motivational practices have a strong impact on the students’ oral communicative capability. The findings will assist teachers in devoting their practices to incorporating and employing motivational strategies in their classes.
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Larsari, V.N., Farrokhi, F., Dhuli, R., Chenari, H., Lanuza, M.H. (2023). Teachers’ Motivational Intervention Towards EFL Learners’ Oral Performance: A Quantitative Approach. In: Motahhir, S., Bossoufi, B. (eds) Digital Technologies and Applications. ICDTA 2023. Lecture Notes in Networks and Systems, vol 669. Springer, Cham. https://doi.org/10.1007/978-3-031-29860-8_37
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