https://orcid.org/0000-0002-6492-5905
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ABSTRACT
Previous studies have associated L2 teachers’ use of motivational strategies with learners’ motivated behaviours in class such as raised attention and participation. The after-class effects of L2 motivational strategies, in contrast, have drawn less attention. This paper reports a study examining how L2 teachers’ motivational interventions cause changes in learners’ perceived attitudes and behaviours, both within and beyond the L2 classroom. To this end, 84 reflective journals were collected over one semester from 42 tertiary students in Hong Kong enrolled in a range of English courses. The results indicate that reported increases in the use of additional self-learning materials, attempts to put newly acquired English knowledge into practice, efforts to reduce mistakes, and in-class engagement were attributable to L2 teachers’ motivational efforts. This provides evidence that the benefits brought by L2 teachers’ motivational practice can transcend the classroom.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Tim S. O. Lee is an Instructor at the English Language Centre, the Hong Kong Polytechnic University. He has been teaching adult learners and tertiary students since 2006. His research interests are L2 motivational practices, task-based language teaching and vocabulary acquisition.
David Gardner is an Honorary Associate Professor at the Centre for Applied English Studies, the University of Hong Kong. He has published in the areas of self-access learning, learner autonomy and English learning experiences.
Ken Lau is a Senior Lecturer at the Centre for Applied English Studies, the University of Hong Kong. He has published in the areas of assessment, English for Specific/Academic Purposes, English learning experiences and the use of reflection for English language teaching and learning.