The Role of Motivational Strategies in an Iranian EFL Senior High School Learning Context

Hassan Salmani Kerdabadi¹ Mansoure Jaafari²

1) Sistan and Balouchistan University &
2) Teacher-training University of Isfahan &

IOI Code : XYGE-BDABC
Publication : 3rd International Conference on Engineering and Applied Science (3iceasconf.com)
Abstract :
    It is quite complex to motivate EFL students to develop in the target language. These students often face difficulties in learning English and may be demotivated to learn. Research in classroom motivation has found that certain strategies can help these students adopt more positive attitudes and become more motivated. The present research is a modified replication of N. N. Bacha and M. Nabhani’s study) 2011). It investigates the perceptions through surveying EFL teachers’ views and interviewing students of the problems that prevent them from learning in the English classes related to motivation. Findings show that learners are not motivated because of an over-focus on reading and writing skills with very little new learning experiences, uninteresting materials, and unclear links between language courses and their majors or future careers; furthermore, teachers complain of unmotivated students and prescribed syllabi leaving little room for communicative methods. It is implied that the Ministry of Education should reorganize the EFL classes with emphasis on the oral skills, and then, revise its evaluation strategies, cater for students’ learning styles, give them adequate exposure to the English language, provide more attractive and interesting textbooks and last, encourage them to have the least use of mother tongue.

Keywords : motivation language learning efl second graders multiple intelligences iran