LUẬN VĂN TỐT NGHIỆP QUAN NIỆM VÀ THỰC TẾ VIỆC SỬ DỤNG CÁC CHIẾN LƯỢC KHÍCH LỆ HỌC SINH TRÊN LỚP CỦA GIÁO SINH TRONG KỲ THỰC TẬP

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUANGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION PAPER

A MULTIPLE-CASE STUDY OF STUDENT TEACHERS’
PERCEPTIONS AND PRACTICES
REGARDING MOTIVATIONAL STRATEGIES
IN CLASSROOM DURING TEACHING PRACTICUM

Supervisor: Nguyen Mai Phuong,
M.A.
Student: Duong Hoang Linh
Year of enrolment: QH2010

1


HA NOI – 2014

ĐẠI HỌC QUỐC GIA HÀ NỘI
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
KHOA SƯ PHẠM TIẾNG ANH

KHOÁ LUẬN TỐT NGHIỆP

QUAN NIỆM VÀ THỰC TẾ VIỆC SỬ DỤNG
CÁC CHIẾN LƯỢC KHÍCH LỆ HỌC SINH TRÊN LỚP
CỦA GIÁO SINH TRONG KỲ THỰC TẬP

Giáo viên hướng dẫn: Th.S Nguyễn Mai
Phương
Sinh viên: Dương Hoàng Linh
2


Khoá: QH2010

HÀ NỘI – NĂM 2014

ACCEPTANCE

I hereby state that I: Dương Hoàng Linh, 10.F1.E2, being a candidate for
the degree of Bachelor of Arts (TEFL) accept the requirements of the College
relating to the retention and use of Bachelor’s Graduation Paper deposited in
the library.
In terms of these conditions, I agree that the origin of my paper deposited
in the library should be accessible for the purposes of study and research, in
accordance with the normal conditions established by the librarian for the care,
loan or reproduction of the paper.

Signature

May 5th 2014

3


ACKNOWLEDGEMENTS
This paper would not have been completed without the support of many

people, to all of whom I am profoundly indebted.
First and foremost, I would like to express my heartfelt gratitude to my
supervisor, Ms. Nguyen Mai Phuong, who gave me the benefit of her wisdom and
patience, who provided me with precious instructions, suggestions, critical
comments and spiritual support.
Second, I would like to send my appreciation to the three student teachers in
my class who served as participants for this study and gave me invaluable
assistance in gathering data. I am also thankful to their supervisors and students
for allowing me to observe their classes.
Furthermore, I am much obliged to some of my teachers, Mr. Nguyen Chi
Duc and Ms. Vu Thi Thanh Van, for their valuable advice in terms of ideas for this
study. I am also immensely grateful to my classmates in class 10.F1.E2, especially
Pham Thi Thu Thao, Pham Phuong Chi and Pham Thu Trang, for their timely
spiritual support and precious information.
Last but not least, my sincere thanks go to my beloved family and friends,
especially my parents, my younger brother, my grandmother and my boyfriend
for encouraging me wholeheartedly during the time I was conducting this study.

4


ABSTRACT
Considering the significance of applying strategies to motivate learners in
language teaching, as well as the difficulties that teachers, especially pre-service
teachers may experience while applying those strategies, this study has been
conducted in order to fill the research gap in student teachers’ motivational
strategies. The study first aims to identify student teachers’ perception of the
importance of certain motivational techniques, and examine the actual
application of those strategies in classroom during their teaching practicum.
Moreover, the study dissects the gaps between their beliefs and practices, and

addresses the grounds for those gaps, as perceived by student teachers.
To fulfill these objectives, the study employed multiple-case study design
with the participation of three FELTE student teachers who do their practicum
with ISP college students. To enhance the depth and validity of data collected a
combination of observation (to record their practices), questionnaire (to identify
their perceptions) and interview (to ask for explanations) was exploited.
The results revealed that student teachers had satisfactory understanding
of the importance of motivational strategies, and were generally able to account
for the strategies they less valued. They also achieved success to a large extent in
applying a wide range of strategies in actual teaching practice. Gaps did exist
between their perceptions and practices: numerous strategies were done less,
some were done more than their perceived importance, while some were
conducted differently. Reasons for those mismatches included both objective
reasons (students’ level and time constraint) and subjective reasons (student
teachers’ inexperience and characteristics). However, student teachers showed
the ability to find solutions for those mismatches in order to apply more
successfully in the future. Some pedagogical implications for teacher training will
be provided.

5


6


TABLE OF CONTENTS

7

LIST OF TABLES

LIST OF FIGURES

LIST OF ABBREVIATIONS
FELTE

Faculty of English Language Teacher Education

ULIS

University of Languages and International Studies

VNU

Vietnam National University, Hanoi

ISP

International Standard Program

L2

Foreign/second language

8


CHAPTER 1: INTRODUCTION
This initial chapter discusses the rationale, the aims and objectives of the

study together with the scope and significance of the research. It also gives an
overview of the remainder of the paper. Specially, in this chapter the four
research questions are clearly identified to serve as the guideline for the whole
paper.

1.1. Statement of the problem and rationale for the study
Motivation, as defined by Williams and Burden (1997, cited in Deniz, 2010,
p. 1270), is “a state of cognitive and emotional arousal, which leads to a conscious
decision to act, and which gives rise to a period of sustained intellectual and/or
physical effort in order to attain a previously set goal (or goals)”. It is clear from
this definition that motivation is an essential factor in deciding one’s effort to
pursuit his or her goal, which profoundly affects one’s chance of success. Without
motivation, one may not act at all to achieve anything, or if he does decide to act,
he cannot maintain his effort to reach the end of the road and fulfill the aim.
In the field of foreign language (L2) learning, motivation has long been
recognized as a key element affecting and determining L2 achievement with a
strong correlation between the two being found (Bahous, Bacha & Nabhani,
2011; Deniz, 2010; Dornyei & Csizer, 1998; Zou & Liang, 2006). However, in the
language classroom, not all students have enough motivation to make necessary
effort to study effectively. In addition, students’ motivation might be threatened
by many factors such as the burden of doing exercises, the fear of making
mistakes and losing face in front of their peers, class rules, the monotony of tasks
and activities, and so on. Therefore, motivational strategies, which are the
“instructional interventions applied by the teacher to elicit and stimulate student
motivation” (Guilloteaux & Dornyei, 2008, p. 55), should be put much emphasis
on.
9


With the realization of the importance of motivation in L2 learning and

motivational strategies in L2 teaching, recently, there has been a growing
amount of research conducted in this field (Cheng & Dornyei, 2007). However, as
noted by Dornyei and Csizer (1998) and later by Cheng and Dornyei (2007), far
more studies have been conducted on theoretical framework than on developing
practical techniques for classroom application. Therefore, teachers are left with
little well-founded and properly-experimented advice and suggestions on how to
actually motivate students in real practice. Several studies having been
conducted that do help serve this purpose are ones by Deniz (2010), Cheng and
Dornyei (2007), Dornyei and Csizer (1998), Guilloteaux & Dornyei (2008).
With motivation being considered “the most complex and challenging issue
facing teachers today” (Scheidecker & Freeman, cited in Dornyei, 2001a), and
motivating students being ranked the second most serious source of difficulty for
teachers (Veenman, 1984), the issue is perhaps even more intimidating for
student teachers, whose knowledge and experiences about methodologies in
language teaching are not rich. Nevertheless, the number of studies that dissect
student teachers’ perception and use of motivational strategies is quite modest,
both over the world and in Vietnam. Furthermore, in Vietnam, it is hard to find
any studies that investigate the gap between student teachers’ perceptions and
practices over this issue.
Considering the importance of the problem as well as the gap in previous
studies, it has stimulated the researcher to conduct a multiple-case study on
Student teachers’ perceptions and practices regarding motivational
strategies in classroom during teaching practicum.

10


1.2. Aims and objectives of the study
The aim of this study is to identify the student teachers’ perceptions and
actual practices regarding strategies to motivate learners during their teaching

practicum, as well as the gap between them.
In brief, the study aims at addressing the following questions:
1.

What are the fourth-year student teachers’ perceptions about the
importance of certain motivational strategies?

2.

How do the student teachers actually apply motivational strategies
in classroom during their practicum?

3.

What are the differences, if any, between student teachers’
perceptions and their practices regarding motivational strategies,
and what are the reasons?

1.3. Significance of the study
After having completed, the study is expected to provide a closer view on
student teachers’ perceptions about the importance of using certain strategies to
create and maintain learners’ motivation, as well as their actual application of
those strategies during practicum. Student teachers’ perceptions are compared
with their actual practices in classroom to find out whether they actually do what
they think should be done. From these findings, the research draws implications
for student teachers to improve the implementation of motivational strategies to
gain better results in classroom context. The study is also expected to help raise
awareness of teachers and supervisors in the field of English language teacher
education about providing prospective teachers the necessary strategies to
motivate students in classroom. Finally, the study could serve as a reliable and

updated source of information for future researchers who are also interested in
this issue.
11


1.4. Scope of the study
As a multiple-case study, this study is delimited to investigation of 3 fourthyear student teachers at fast-track division, Faculty of English Language Teacher
Education (FELTE), University of Languages and International Studies (ULIS),
Vietnam National University, Hanoi (VNU), who do their practicum at college
level, teaching first-year students in International Standard Program (ISP
students) at Faculty of English, ULIS, VNU. Besides, due to the characteristics of
teaching practicum (in which each student teacher has only 5-10 teaching
periods within 3 weeks), the study does not cover strategies that have to be
applied outside classroom and the ones that take long time to implement. Only
short-term in-class motivational strategies are investigated.

1.5. Organization
The rest of the paper includes the following chapters:
Chapter II – Literature Review – provides the theoretical background of the
study.
Chapter III – Methodology – describes in detail the design, setting,
participants, instruments of the study and the procedure of data collection and
analysis.
Chapter IV – Results and discussions – analyzes data collected and discusses
the outcomes of the study.
Chapter V – Conclusion – summarizes the main issues and implications of
the paper, the limitations of the research and provides suggestions for further
studies.

12

The References and Appendices include a list of references that are referred
to in the research, sample of questionnaires, observation scheme, interview
guiding questions and transcription of interviews.

13


CHAPTER 2: LITERATURE REVIEW
This chapter embraces two main parts, which are Key concepts and Related
studies. In the first part, definition of the key terms, including motivation,
motivation in language learning and its components, motivational strategies in
language teaching and especially the framework that the study follows, are all
provided. The second part, on the other hand, gives a brief review of studies on
the world and in Vietnam that are related to motivational strategies in L2
teaching.

2.1. Key concepts
2.1.1. Motivation
Motivation is researched in many fields since decades ago as it is an
important factor deciding the success of every human activity. Keller (1983)
defines motivation as the choice people make about what they want to achieve or
avoid, and the extent of effort they will devote. It means that motivation relates to
both direction and magnitude of human behavior. According to Williams and
Burden (1997, p.120), “motivation can be construed as a state of cognitive and
emotional arousal, which leads to a conscious decision to act, and which gives
rise to a period of sustained intellectual and/or physical effort in order to attain a
previously set goal (or goals)”. This definition goes further into the root of
motivation as it refers to motivation as a state which leads to the choices people

make, not the choices themselves as in the first definition. Williams and Burden
also emphasize that motivation can affect both intellectual and physical effort;
therefore, it is essential in a wide range of behaviors. Brown (2001) shares a
similar but simpler view that motivation determines the goals that one wants to
achieve and how much effort one expends to achieve these goals. In Deniz’s (2010,
p. 1270) words, motivation is “an internal drive, stimulating power, wish, or
14


desire”. The present study adopts a synthesis of definitions by Brown, Deniz,
Williams and Burden that motivation is an internal inspiring force that affects
people’s behavior, making them behaving in a particular direction towards a
goal, with a particular amount of effort devoted.

2.1.2. Motivation in foreign/second language (L2) learning
2.1.2.1. Definition
Motivation is a natural part of every learning process and classroom context
(Sivan, 1986), and L2 learning is no exception. Gardner (1985, p. 10) defines L2
motivation as “the extent to which an individual works or strives to learn the
language because of a desire to do so and the satisfaction experienced in this
activity”. This definition is quite compatible with the concept of motivation being
discussed in the present study as it mentions both the level of motivation
(“extent”) and its direction (towards the “satisfaction”). With more reference to
the learning process, Deniz (2010) sees motivation as both the desire to begin
learning the language and the willingness to invest the effort demanded. More
specifically, it “serves as the initial engine to generate learning and later
functions as an ongoing driving force that helps to sustain the long and usually
laborious journey of acquiring a foreign language.” (Cheng & Dornyei, 2007, p.
153). Motivation is, therefore, a crucial factor in every stage of L2 learning to
lead a person from the start to success.

2.1.2.2. Importance
It has been demonstrated and reinforced in a large body of research that
there is a strong correlation between motivation and L2 achievement, and more
specifically, motivation is a key factor leading to language learners’ success
(Bahous, Bacha & Nabhani, 2011; Deniz, 2010; Dornyei & Csizer, 1998; Zou &
Liang, 2006). For a large proportion of students, learning environment and
learning process are uninteresting, laborious and even threatening. Although
15


studying foreign/second language is increasingly important in the world
nowadays, and it is a compulsory subject in most schools, not all students are
really motivated to take up learning a new language. Even if they do have
motivation, it might easily fade away because of the high demand of the subject,
the amount of homework, and many other intimidating features of the learning
environment. As remarked by Chambers (1993), when being demotivated,
students may have poor concentration, stop believing in their own abilities, make
no effort to study, and misbehave in class, which makes them unlikely to obtain
good results even if they are the most intelligent students. On the contrary, with a
sufficient level of motivation, even a student with disadvantageous learning
conditions may achieve the desired success (Cheng & Dornyei, 2007; Deniz, 2010).
2.1.2.3. Components of L2 learning motivation
Whereas the ways motivation is defined by different researchers are quite
similar, different theories about the components of motivation in the field of L2
learning have been developed.
Keller’s (1983) model
Three decades ago, Keller (1983) developed a model including four
categories: interest, relevance, expectancy and satisfaction. Interest means
whether learners’ curiosity is sparked and whether it is sustained long enough.
Relevance refers to learners’ perception about whether what they learn is related

to their own needs and goals. Expectancy is learners’ perception about the chance
of achieving success. Satisfaction refers to whether the “extrinsic rewards and
intrinsic motivation” (p. 395) are matched with learners’ anticipation. This model
mainly focuses on learners’ internal drive and largely ignores (though not
completely excludes) the influence from outside factors. Although Keller does
claim that instructional designers, or teachers, must understand and respond to
these categories to improve learners’ motivation, this theory does not provide
much advice for teachers on how to motivate students in real classroom situation.
16


Deci and Ryan’s (1985) taxonomy
In Keller’s model, he has mentioned the notions of extrinsic outcomes, which
results from external controls and circumstances, and intrinsic outcomes, which
results from one’s own emotions and judgments. These concepts are taken from
Adams (1965) and Deci (1975), but it was not until Deci and Ryan (1985) with
the appearance of self-determination theory that the concepts of intrinsic and
extrinsic motivations are thoroughly investigated. Deci and Ryan define intrinsic
motivation as doing something because of its inherent enjoyment and
satisfaction, while extrinsic motivation, on the contrary, refers to doing
something because of external persuasion, pressures, or outcomes. A taxonomy of
human motivation (Deci & Ryan, 1985, cited in Ryan & Deci, 2000, p. 61) is
developed, consisting of amotivation, extrinsic motivation and intrinsic
motivation.

Figure 1. A taxonomy of human motivation.
Amotivation, which means the state of having no intention to act, is not
discussed in the scope of this paper because it is actually the opposite of
motivation, not a type of it. Extrinsic motivation is divided into four categories,
17

ordered in increasing level of internality from left to right. External regulation is
most typically opposed to intrinsic motivation, referring to actions taken to
satisfy a demand or receive a reward from outside. The second category,
introjection, or introjected regulation, makes people act in order to protect their
self-esteem. The third type is identification, which refers to the regulation from
outside but one finds related and accepts as his or her own. The last one,
integration, which means the regulations that has been fully assimilated to the
self because they are related to their own needs and goals, is the most
autonomous type of extrinsic motivation. However, integration is still extrinsic
because behaviors are directed toward the outcomes that are separate from the
behavior, while intrinsic motivation stems from the behavior itself.
This classification has become one of the most basic and well-known
classification of motivation (Vallerand, 1997, cited in Dornyei, 2001b; Zou &
Liang, 2006). However, it is quite general and not directly relevant to L2
acquisition; therefore, it can only serve as a basic framework or reference to
produce more related models.
Gardner’s (1985) model
Another popular motivation theory, which then became the basis and
inspiration for a large number of studies in the field, is formulated by Gardner
(1985). Adopting social psychological approach, he offered two important
concepts namely integrative motivation and instrumental motivation. Integrative
motivation refers to a positive feeling toward the L2 group and the desire to
communicate with and even to be like the valued members of that group.
Instrumental motivation concerns the potential practical benefits brought about
by studying the language, which is closely related to the notion of extrinsic
motivation. Besides, he also mentions some other components in L2 motivation,
for example attitudes towards the learning situation (including evaluation of the
L2 teacher and of the L2 course), attitudes towards learning the language, and so

18


on. In comparison to previous theories, Gardner’s model takes a further step
towards L2 learning situation, but the aspects about classroom environment is
quite general and not really emphasized in his model. In addition, it still does not
explicitly address the classroom implications of the theory, therefore it is still hard
for teachers to apply.
Clement, Dornyei and Noels’ (1994) model
The 1990s witnesses a “marked shift” in the way motivation is
conceptualized and researched in response to a call for a “more educationoriented approach”, which aims at providing teachers with more direct
suggestions to promote their teaching practice (Cheng & Dornyei, 2007, p. 154). A
remarkable model arises from a series of empirical studies conducted by Clement,
Dornyei and Noels (1994), which concludes that there exists a “tricomponent
motivational complex” (p. 441) in L2 classroom environment, which are
integrative motivation, linguistic self-confidence, and appraisal of classroom
environment. The first component is quite similar to the concept in Gardner’s
model that is mentioned above, but the authors put more emphasis on the fact
that it is not completely opposed to instrumental motivation as it also includes
instrumental-knowledge orientation such as to broaden one’s outlook or to be
more knowledgeable. The second component, self-confidence, affects L2 students’
attitude towards learning the language and the effort devoted on learning. The
inclusion of self-confidence in this model supports some earlier studies which
claim that it is a basic determinant of L2 motivation (Clement & Kruidenier,
1985; Labrie & Clement, 1986). The last major component is associated with
classroom context, stating that group cohesion creates positive evaluation of
learning environment. The findings suggests that group dynamic activities be
included in L2 syllabus to enhance group development and group cohesion, which
in turn creates more advantageous condition for learning. The emergence of the
concept of group cohesion as an important constituent in L2 motivation is the

most valuable contribution of this model into L2 motivation research.
19


Nevertheless, in this series of studies, the authors deliberately choose only several
aspects of motivation taken from earlier theories to examine, therefore the model
proposed is not systematic and comprehensive.
Dornyei’s (1994) extensive list
Based on Clement et al’s study and synthesizing other lines of L2 motivation
advancements, Dornyei (1994, p. 280) developed a more elaborate framework
comprising of an extensive list of motivational components under three subdimensions: language level, learner level, and learning situation level.
Table 1. Components of foreign language learning motivation

20


The components at Language level, integrative and instrumental motivation
subsystems, correspond to Gardner’s (1985) model. The Learner level concerns
some fairly stable characteristics of learners, including need for achievement and
self-confidence, the latter is a development from the similar component in
Clement et al (1994). The most detailed category, Learning situation level, is
associated with the motives related to classroom context. Course-specific
motivational components concern the syllabus, the teaching materials, the
teaching method and the learning tasks. Four components in this subtype are in
accordance with Keller’s (1983) model mentioned previously. Teacher-specific
components are related to teacher’s behavior, personality, and teaching style
(Dornyei, 1998), consisting of affiliative drive to please the teacher, authority
type (whether the teacher is authoritarian or democratic), and direct
socialization of student motivation (how the teacher performs as a model for
students, present task, give feedback). The last ones, group-specific motivational

components, involve the group dynamics of the class, which is developed from the
notion of appraisal of classroom environment in Clement et al’s research. It
includes goal-orientedness, norm and reward system, group cohesion, and
classroom goal structure (whether competitive, cooperative or individualistic).
Although Dornyei’s list, as he admits himself, does not indicate the relationship
between the components and their influence on each other (Dornyei, 1998), it
does manage to reflect most advancements in L2 motivation research by that
time and provide a detailed enough specification for a teacher to analyze a
particular learning context and have some clues about the techniques to enhance
learners’ motivation. It is one of the first studies to elaborate on the aspects of L2
learning environment in association with motivation, and is the ground for the
development of motivational strategies afterwards.

21


2.1.3. Motivational strategies in L2 teaching
2.1.3.1. Definition
With motivation being as important a factor as discussed above, much
attention should be paid to the development of teachers’ techniques to motivate
students. Nonetheless, research on motivational strategies does not reflect that
significance. Although from the beginning of 1990s, researchers have started to
shift the stream of motivation research to focus more on educational context,
until the mid-1990s there is almost no serious attempt to design motivational
techniques for classroom usage (Dornyei, 1998). The concept of motivational
strategies, therefore, is also not fully and widely investigated. Dornyei is perhaps
the only researcher to date that conducts in-depth examination about
motivational strategies. According to him, motivational strategies are
“techniques that promote the individual’s goal-related behavior” (2001a; p. 28).
In language classroom, they refer to the strategies consciously applied with the

purpose of generating and enhancing student motivation, as well as maintaining
and protecting it from being distracted (Dornyei, 2001b). The final goal is to
increase student involvement into the lesson. Guilloteaux and Dornyei (2008, p.
57) produces a more concise definition of L2 motivational strategies in
classroom: the “instructional interventions applied by the teacher to elicit and
stimulate student motivation.” It is implied in this definition that motivational
strategies must be employed sustainably in every phase of teaching process,
otherwise students’ motivation may fade away gradually. Dornyei’s definition
since then has become the inspiration for a large number of studies in the field,
including the present study.

22


2.1.3.2. Motivational strategies framework
As noted by Dornyei and Csizer (1998) and later by Cheng and Dornyei
(2007), far more studies have been conducted on theoretical framework than on
developing practical techniques for classroom application. Until the mid-1990s,
“motivation [in the classroom] did not receive much scholarly attention […], so
that teachers were forced to rely on unsystematic “bag-of-tricks” approaches or
on advice coming from questionable theorizing.” (Good & Brophy, cited in
Dornyei, 2001b, p. 118). In actuality, there have been several works concerning
motivational techniques (e.g. Chambers, 1999; Cranmer, 1996; McCombs & Pope,
1994; Pintrich & Schunk, 1996), but in comparison to the amount of research on
L2 motivation, studies that directly and systematically investigate motivational
strategies are very scarce. Most of them only review the concept of motivation
and give some practical recommendations about the usable techniques. Dornyei’s
(2001a; 2001b) framework is a rare exception.

23

Figure 2. The components of motivational teaching practice in the L2 classroom
According to Dornyei, there are four main categories in motivational
teaching strategies categorized by the main purpose of them in correspondence
with the learning process. The first sub-area is Creating the basic motivational
conditions, the strategies to create a general condition in which further attempts
to elicit motivation can work (Dornyei, 2001a). When those preconditions are
fulfilled, the next step is Generating initial motivation, which means generating
positive student attitudes towards learning and class learning goal. However,
even when students already have motivation, as a natural tendency, it can
24


gradually deteriorate unless being nurtured regularly, therefore the next step is
Maintaining and protecting motivation. These components are to prevent
students from losing sight of the goals, getting bored of the activities, getting
tired of the assignments, and being distracted. They help students keep ongoing
effort to achieve the set goals. The final sub-type is Encouraging positive
retrospective self-evaluation, which involves strategies to encourage students to
look back at and evaluate the past results in a way that gives them more
motivation for the future.
It should be noted that the execution of those strategies is not a linear
process with clear starting and finishing points. The arrows in the framework
shows that it is an ever-ongoing process, and all categories are related to the
other. When the teacher reaches the last type, he has to start all over again to
adapt to the new learning environment.
Based on this general framework, Dornyei elaborates on more than 100
detailed strategies for direct use in the classroom. Dornyei’s work has been
developed and revised several times over a period of about 7 years (1994-2001)

with “sound theoretical basis”, has been tested and has proved to be “effective in
certain classroom applications” (Cheng & Dornyei, 2007). It is widely believed to
be a systematic and comprehensive framework of motivational strategies.

2.2. Review of studies related to motivational strategies in L2
teaching
2.2.1. Research situation in the world
Since the Dornyei’s model of L2 motivation is proposed in 1994 and
especially since the emergence of his thorough framework in 2001, much more
attention has been drawn to researching motivational strategies that are
applicable to classroom context. Dornyei and Csizer’s (1998) study, one of the first
25