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Educational Research Volume 61, 2019 - Issue 4
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Articles

English teachers’ uses of motivational strategies beyond an established framework

Tim S. O. LeeEnglish Language Centre, The Hong Kong Polytechnic University, Hung Hom, Hong KongCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-6492-5905
ORCID Icon &
Shu Yang LinSchool of Professional Education and Executive Development, The Hong Kong Polytechnic University, Hung Hom, Hong Kong
Pages 451-468 | Received 04 Mar 2019, Accepted 03 Oct 2019, Published online: 29 Oct 2019

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Daphnee Hui Lin Lee. (2023) Identity grafting: Pedagogical identities underpinning teaching practices across five Chinese cities. Professional Development in Education 0:0, pages 1-22.
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Articles from other publishers (5)

Xuejun Ye & Guangwei Hu. (2024) Teachers’ stated beliefs and practices regarding L2 motivational strategies: A mixed-methods study of misalignment and contributing factors. System 121, pages 103236.
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Fakieh Alrabai. (2022) The predictive role of anxiety and motivation in L2 proficiency: An empirical causal model. Language Teaching Research, pages 136216882211362.
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Esmaeel Ali Salimi, Elham Sadat Mirian & Jalil Younesi. (2022) Anxiety level of mastery and performance avoid goal oriented EAP learners: The effect of teacher supportive motivational discourse. Learning and Motivation 78, pages 101809.
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Zening Yang & Hugo Santiago Sanchez. (2021) Teachers’ pedagogical intentions while using motivational strategies. ELT Journal.
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Tim S.O. Lee & Daniel H.Y. Pun. (2021) The feasibility of motivational strategies in language classrooms: A tentative teacher-oriented definition. Teaching and Teacher Education 106, pages 103470.
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