Abstract
The present study employed a sequential explanatory mixed-methods design to examine the use of motivational strategies by Iranian English teachers and to see whether there were any culture-specific strategies. For the quantitative phase of the study, Cheng and Dörnyei’s (2007) motivational strategies questionnaire was distributed among 185 teachers to investigate their attached importance to and actual frequency of use of motivational macro strategies. In the qualitative phase, in order to explore a deep picture of the salient and specific motivational strategies and the reasons behind them, a set of semi-structured interviews with 10 volunteer teachers were conducted. Although results generally endorsed the findings of the original study and other similar ones, some culture-specific differences in strategy importance and use were traced, particularly in terms of promoting learners’ autonomy and goal-orientedness. The teachers devalued the motivational load of these variables due to the authoritarian sense of respect in their local context.
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Tavakoli, M., Yaghoubinejad, H. & Zarrinabadi, N. Using Motivational Strategies in L2 Classrooms: Does Culture Have a Role?. Curr Psychol 37, 477–487 (2018). https://doi.org/10.1007/s12144-016-9523-2
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DOI: https://doi.org/10.1007/s12144-016-9523-2