Teachers’ stated beliefs and practices regarding L2 motivational strategies: A mixed-methods study of misalignment and contributing factors
Abstract
Second language (L2) motivation has been widely discussed as a determinant of success or failure in L2 learning. L2 teachers, especially those of junior secondary students (aged between 13 and 15 years), can play a critical role by deploying effective motivational strategies (MSs) to enhance and sustain their students' L2 motivation. Previous studies have revealed considerable misalignments between teachers' stated beliefs and reported practices regarding L2 MSs. However, little is known about what factors may contribute to such misalignments and what can be done to bridge them. To fill this lacuna, this explanatory sequential mixed-methods study examined 210 teachers' perceptions of L2 MSs and the L2 motivational practices reported by 166 of them in the context of Chinese junior secondary schools. Follow-up interviews were conducted with 20 teachers on their motivational teaching practices and influencing factors. Quantitative and qualitative analyses of the data showed that the teachers as a group reported underusing many L2 MSs relative to their perceived importance. This misalignment of stated beliefs and reported practices was found to result from both external and internal constraints. Based on the findings, recommendations are made for professional development programs to improve their trainees’ classroom motivational practices.
Link to publication in ScienceDirect
