478
Views
5
CrossRef citations to date
0
Altmetric
Articles

What do distance language tutors say about teacher motivation?

References

  • Alam, M. T., & Farid, S. (2011). Factors affecting teachers motivation. International Journal of Business and Social Science, 2, 298–304. Retrieved January 26, 2014, from http://ijbssnet.com/journals/Vol._2_No._1;_January_2011/30.pdf
  • Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71–81). New York, NY: Academic Press.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Psychology, 3, 77–101.
  • Cheng, H., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1, 153–174.10.2167/illt048.0
  • China Central Radio and Television University. (2011). Basic information communiqué for China’s radio and television universities in 2007. Distance Education in China, 3, 72–76.
  • Cohen, A. D. (2000). Strategies in learning and using a second language. Beijing: Foreign Language Teaching and Research Press.
  • Comas-Quinn, A., de los Arcos, B., & Mardomingo, R. (2012). Virtual learning environments (VLEs) for distance language learning: Shifting tutor roles in a contested space for interaction. Computer Assisted Language Learning, 25, 129–143.10.1080/09588221.2011.636055
  • Cook, R. G., Ley, K., Crawford, C., & Warner, A. (2009). Motivators and inhibitors for university faculty in distance and e-learning. British Journal of Educational Technology, 40, 149–163.10.1111/bjet.2009.40.issue-1
  • Csikszentmihaly, M. (1997). Intrinsic motivation and effective teaching: A flow analysis. In J. L. Bess (Ed.), Teaching well and liking it: Motivating faculty to teach effectively (pp. 72–89). Baltimore, MD: Johns Hopskins University Press.
  • Day, C., Stobart, G., Sammons, P., Kington, A., Gu, Q., Smees, R., & Mujtaba, T. (2006). Variations in teachers’ work, lives and effectiveness: Final report for the VITAE Project. London: Department for Education and Skills. Retrieved January 26, 2014, from http://dera.ioe.ac.uk/6405/1/rr743.pdf
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.10.1007/978-1-4899-2271-7
  • Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, 273–284.10.1111/modl.1994.78.issue-3
  • Dörnyei, Z. (2005). Teaching and researching motivation. Beijing: Foreign Language Teaching and Research Press.
  • Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2, 203–229.10.1177/136216889800200303
  • Eyal, O., & Roth, G. (2011). Principals ‘leadership and teachers’ motivation: Self-determination theory analysis. Journal of Educational Administration, 49, 256–275.10.1108/09578231111129055
  • Furnborough, C., & Truman, M. (2009). Adult beginner distance language learner perceptions and use of assignment feedback. Distance Education, 30, 399–418.10.1080/01587910903236544
  • Gardner, R. (1990). Attitudes, motivation, and personality as predictors of success in foreign language learning. In T. Parry & C. Stansfield (Eds.), Language aptitude reconsidered (pp. 179–221). Englewood Cliffs, NJ: Prentice Hall.
  • Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
  • Goodfellow, R. (2007, June 9). Rethinking educational technologies in the age of social media: From ‘tools for interaction’ to ‘sites of practice’. Keynote address presented at Echanger Pour Apprendre en Ligne (EPAL) conference, Universite′ Stendhal, Grenoble. Retrieved January 16, from http://epal.u-grenoble3.fr/dossier/06_act/pdf/goodfellow.pdf.
  • Green, T. M., & Kelso, C. M. (2006). Factors that affect motivation among adult learners. Journal of College Teaching & Learning, 3, 65–73. Retrieved January 27, 2014, from http://journals.cluteonline.com/index.php/TLC/index
  • Hidi, S. (2001). Interest, reading, and learning: Theoretical and practical considerations. Educational Psychology Review, 13, 191–209.10.1023/A:1016667621114
  • Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319–340.10.1037/0033-295X.94.3.319
  • Hurd, S. (2006). Towards a better understanding of the dynamic role of the distance language learner: Learner perceptions of personality, motivation, roles, and approaches. Distance Education, 27, 303–329.10.1080/01587910600940406
  • Hurd, S., & Xiao, J. (2006). Open and distance language learning at the Shantou radio and TV University, China and the Open University, United Kingdom: A cross-cultural perspective. Open Learning: The Journal of Open and Distance Learning, 21, 205–219.10.1080/02680510600953161
  • Jesus, S., & Lens, W. (2005). An integrated model for the study of teacher motivation. Applied Psychology: An International Review, 54, 119–134.10.1111/apps.2005.54.issue-1
  • Kear, K. (2004). Peer learning using asynchronous discussion systems in distance education. Open Learning: The Journal of Open and Distance Learning, 19, 151–164.10.1080/0268051042000224752
  • Kember, D., Ho, A., & Hong, C. (2010). Characterising a teaching and learning environment capable of motivating student learning. Learning Environments Research, 13, 43–57.10.1007/s10984-009-9065-8
  • Kızıltepe, Z. (2008). Motivation and demotivation of University teachers. Teachers and Teaching, 14, 515–530.10.1080/13540600802571361
  • Kocabas, I. (2009). The effects of sources of motivation on teachers’ motivation levels. Education, 129, 724–733. Retrieved January 27, 2014, from http://www.questia.com/library/journal/1G1-201209738/the-effects-of-sources-of-motivation-on-teachers
  • Lentell, H. (1994). Why is it so hard to hear the tutor in distance education? Open Learning: The Journal of Open and Distance Learning, 9, 49–52.10.1080/0268051940090310
  • Maslow, A. (1954). Motivation and personality. Boston, MA: Harvard Press.
  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50, 370–396.10.1037/h0054346
  • McShane, K. (2004). Integrating face-to-face and online teaching: Academics’ role concept and teaching choices. Teaching in Higher Education, 9, 3–16.10.1080/1356251032000155795
  • Müller, K., Alliata, R., & Benninghoff, F. (2009). Attracting and retaining teachers: A question of motivation. Educational Management Administration & Leadership, 37, 574–599.10.1177/1741143209339651
  • Murphy, L., Shelley, M., & Baumann, U. (2010). Qualities of effective tutors in distance language teaching: Student perceptions. Innovation in Language Learning and Teaching, 4, 119–136.10.1080/17501220903414342
  • Nissen, E., & Tea, E. (2012). Going blended: New challenges for second generation L2 tutors. Computer Assisted Language Learning, 25, 145–163.10.1080/09588221.2011.636052
  • Palmer, A., & Collins, R. (2006). Perceptions of rewarding excellence in teaching: Motivation and the scholarship of teaching. Journal of Further and Higher Education, 30, 193–205.10.1080/03098770600617729
  • Raynor, J. O. (1974). Motivation and career striving. In J. W. Atkinson & J. O. Raynor (Eds.), Motivation and achievement (pp. 369–387). Washington, DC: Winston & Sons.
  • Roness, D. (2011). Still motivated? The motivation for teaching during the second year in the profession. Teaching and Teacher Education, 27, 628–638.10.1016/j.tate.2010.10.016
  • Sax, L. J., Astin, A. W., Arredondo, M., & Korn, W. (1996). The American college teacher: National norms for 1995–96 HERI faculty survey. Los Angeles, CA: Higher Education Research Institute. Retrieved January 28, 2014, from http://www.heri.ucla.edu/PDFs/pubs/FAC/Norms/Monographs/TheAmericanCollegeTeacher1995To1996.pdf
  • Shelley, M., White, C., Baumann, U., & Murphy, L. (2006). ‘It’s a unique role!’ perspectives on tutor attributes and expertise in distance language teaching. International Review of Research in Open and Distance Learning, 7, 1–15. Retrieved January 27, 2014, from http://www.irrodl.org/index.php/irrodl/article/view/297/609
  • Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and Teacher Education, 27, 1029–1038.10.1016/j.tate.2011.04.001
  • Tardy, C. M., & Snyder, B. (2004). ‘That’s why I do it’: Flow and EFL teachers’ practices. ELT Journal, 58, 118–128.10.1093/elt/58.2.118
  • Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47, 496–536.10.1177/0013161X11400185
  • Thorpe, M. (2014). Online interaction: Why it matters to use forums strategically. Distance Education in China, 7.
  • Visser-Wijnveen, G. J., Stes, A., & Van Petegem, P. (2012). Development and validation of a questionnaire measuring teachers’ motivations for teaching in higher education. Higher Education, 64, 421–436.10.1007/s10734-011-9502-3
  • White, C., & Ding, A. (2009). Identity and self in e-language teaching. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 333–349). Bristol: Multilingual Matters.
  • Xiao, J. (2008). Teaching English at a distance in China’s radio and television universities. Open Learning: The Journal of Open and Distance Learning, 23, 171–183.10.1080/02680510802419995
  • Xiao, J. (2012). Tutors’ influence on distance language students’ learning motivation: Voices from learners and tutors. Distance Education, 33, 365–380.10.1080/01587919.2012.723167
  • Xiao, J., & Zhao, C. (2011). Distance ELT tutors in China’s radio and television universities: Professional development. Open Learning: The Journal of Open, Distance and e-Learning, 26, 51–66.
  • Zhang, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States. Communication Education, 56, 209–227.10.1080/03634520601110104

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.