Exploring the Motivational Strategies Practiced by Pakistani EFL Teachers to Motivate Students in Learning English Language
Bibliographic record
Abstract
The purpose of this study was to investigate motivational strategies which EFL teachers employ to motivate students in learning English language and to determine the significant difference if any across male and female teachers in practicing motivational strategies in an EFL classroom. A quantitative research design was employed. An adopted questionnaire by Cheng & Dornyei (2007) comprising of 48 close-ended items ranging from “Hardly ever” to “very often” was administered among 96 male and female EFL teachers who were teaching in government secondary schools in Quetta, Balochistan, Pakistan. To answer the two research questions of the study, both descriptive and inferential statistics were performed in SPSS (version, 21). The findings of the first research questions revealed that to promote learners’ autonomy emerged as the most influential source of motivational strategy practiced by EFL teachers followed by Familiarization learners with L2-related values as the second most practiced motivational strategy. The findings of second research question revealed no statistical significant difference between male and female EFL teachers in terms of practicing motivational strategies. The findings of the present study have implications on effective English language teaching and enhancing teachers’ experience and knowledge in order to motivate EFL learners by using different motivational strategies in learning English in context of Pakistan.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.120 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".