The Impact of Motivational Teaching Practice on Students’ L2 Motivation, Positive L2 Self, and Classroom Engagement
DOI:
https://doi.org/10.17507/jltr.1604.31Keywords:
motivational teaching practice (MTP), L2 motivation, positive L2 self, classroom engagement, tertiary educationAbstract
Motivational teaching practice (MTP) is regarded as a determining factor on students’ L2 (second language) motivation in English as a Foreign Language (EFL) classrooms. However, few studies have explored how MTP specifically enhances students’ L2 motivation and their classroom engagement. The study investigated the impact of MTP on students’ classroom engagement and evaluated its effectiveness in guiding students to develop positive L2 motivation. A six-week MTP intervention was conducted in university EFL classes. Likert-scale questionnaires were used to measure students’ L2 motivation, positive L2 self, and classroom engagement pre-MTP and post-MTP intervention. Results of within-group and between-group comparisons revealed that the experimental class exhibited higher levels of post-experimental results in L2 motivation, positive L2 self, and classroom engagement compared to the pre-experimental results. Additionally, the experimental class also demonstrated higher levels of post-experimental results in L2 motivation, positive L2 self, and classroom engagement compared to the controlled class. These findings confirmed that MTP is an effective approach for enhancing students’ L2 motivation, positive L2 self and classroom engagement in university EFL classrooms. Integrating MTP with positive psychology offers effective strategies in maintaining students’ L2 motivation through the positive L2 learning experience.
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