Teachers' and students' perceptions of teachers' task-related motivational strategy use and students' motivation levels
Author
Kurt Taşpınar, Havva
Advisor
Trimble, Kimberly
Date
2004Publisher
Bilkent University
Language
English
Type
ThesisItem Usage Stats
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Abstract
This thesis explores teacher and student perceptions of teachers’ task-related
motivational strategy use at Anadolu University School of Foreign Languages. It also
investigates the relationship between students’ perceived motivation levels and
teachers’ task-related motivational strategy use.
Questionnaires were administered to gather data from 13 randomly chosen
teachers and 261 students who were taught by the teachers involved in the study.
Data were analyzed quantitatively.
The findings of the study revealed significant differences between teacher
and student perceptions. Teachers’ perceptions of their strategy use related to tasks
were more positive than students’ perceptions. Teachers also rated their students’
motivation levels higher than the students. A comparison of teachers’ perceptions of
their strategy use and their students’ motivation levels indicated a low correlation. Students’ perceptions of their own motivation levels and their teachers’ task-related
motivational strategy use revealed a low correlation as well.
Teachers use task-related strategies generically regardless of their students’
motivation levels. However, teachers should take their students’ motivation into
account while designing their courses and selecting the tasks they will use to foster
learning in their classrooms. Based on students’ perceptions of teachers’ strategy use,
tasks addressing to students’ needs and interests and current abilities should be used.
The findings of this study can contribute to the material development projects as it
approached the concept of motivation as a practical classroom issue.