A Teacher Inquiry into the Effects of Teacher's Motivational Activities on Language Learners' Classroom Motivation

Abstract

The present thesis study investigated the effect of motivational activities on the students’ motivation levels and motivated behavior in English language class. Motivational activities from Hadfield and Dörnyei’s (2013) book were implemented by the teacher while observing the students using Motivational Orientation of Language Teaching Scale (Guilloteaux & Dörnyei, 2008). Pre and post-tests data from experimental and control groups were collected using Turkish versions of an adapted Language Learning Orientations Scale (McIntosh & Noels, 2004), and Motivated Behavior and Effort Instrument (Al-Shehri, 2009). The results suggest that there was an insignificant difference between experimental and control groups in their post-test motivational levels and post-test motivated behaviors, and that the experimental group students had higher extrinsic motivation values. In the achievement tests that were conducted at the post-test step to identify the effects of motivational activities on the students, significant differences between experimental and control groups were found. It can be concluded that while motivational language classroom activities do not have a significant impact on the target group participants, the effort spent during performing such activities may have an impact on their achievement.