MOTIVATIONAL STRATEGIES USED IN ENGLISH LANGUAGE TEACHING: A META-SYNTHESIS STUDY

Derya Uysal, Tuğba Sönmez Akalın, Meral Güven

Abstract


Motivational strategies help students attain the goals to learning language and determine their ultimate success. Since motivation is a personal phenomenon, there are different ways to motivate each student. However, there is scant body of literature on potential usefulness of these strategies to Turkish students learning English language. The purpose of the study is to analyze the existing studies having investigated motivational strategies used in English Language Teaching in Turkey through meta-synthesis method and to reveal the tendency in Turkish literature. Meta-synthesis studies seek to understand and explain a particular phenomenon through the synthesis of individual studies conducted on a particular subject. Synthesis of the studies included into the research reveals potential research topics for the researchers. The findings obtained from the results of the study are explained and discussed in accordance with the research questions. Lastly, potential research areas are suggested for future researches.

 

Article visualizations:

Hit counter

DOI

Keywords


motivational strategies, english language teaching, meta-synthesis

Full Text:

PDF

References


Aspfors, J., Fransson, G. 2015. Research on Mentor Education for Mentors of Newly Qualified Teachers: A Qualitative Meta-Synthesis. Teaching and Teacher Education, 48, 75-86. https://doi.org/10.1016/j.tate.2015.02.004.

Bondas, T. Hall, O.C.E. 2007. Challenges in Approaching Meta-synthesis Research. Qualitative Health Research. Volume 17. Number 1. 113-121.Sage Publications. DOI: 10.1177/1049732306295879.

Busse, V., Walter, C. 2013. Foreign Language Learning Motivation In Higher Education: A Longitudinal Study Of Motivational Changes And Their Causes. The Modern Language Journal, 97(2), 435-456. https://doi.org/10.1111/j.1540-4781.2013.12004.x.

Canıdar, B., 2010. ‘’Characteristics of EFL Teachers Leading to Positive Language Learning Behaviors in Students.’’. Eskişehir Anadolu University, Institute of Educational Sciences, Department of English Language Teaching. MA Thesis. Eskişehir.

Creswell, J., W., 2014. Educational Research: Planning, Conducting, And Evaluating Quantitative (pp. 146-166). Upper Saddle River, NJ: Prentice Hall.

Çalık, M., Sözbilir, M., 2014. İçerik Analizinin Parametreleri. Eğitim ve Bilim, 39(174).

Dede, Y., Argün, Z. 2004. Öğrencilerin Matematiğe Yönelik Içsel Ve Dışsal Motivasyonlarının Belirlenmesi. Eğitim ve Bilim, 29(134).

Dilekmen, M., Ada, Ş., 2005 ‘’Öğrenmede Güdülenme.’’ Kazım Karabekir Eğitim Fakültesi Dergisi, Year: 2005, Number: 11.

Dörnyei, Z., 2001. Motivational Strategies in Language Classroom. Cambridge University Press. UK. p.28.

Dörnyei, Z., 2005. The Psychology of the Language Learners. Mahwah. NJ: Lawrence Erlbaum.

Dörnyei, Z., Ushioda, E., 2013. Teaching And Researching: Motivation. Routledge. New York, USA.

Edwin, E.,J., Brotherson, M.,J., Summers, A.,J., 2011). ‘’Understanding Qualitative Meta-synthesis.’’ Issues and Opportunities in Early Childhood Intervention Research. Journal of Early Intervention. 2011.

Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.

Gardner, R., C., 2001. Integrative Motivation and Second Language Acquisition. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 1-19). Hawaii: University of Hawaii Press.

Gardner, R.,C., 2007. Motivation and Second Language Acquisition. Porta Linguarum. 08, 9-20.

Guilloteaux, M.,J., Dörnyei, Z., 2008. Motivating Language Learners: A Classroom‐ Oriented Investigation of the Effects of Motivational Strategies on Student Motivation. TESOL quarterly, 42(1), 55-77.

Karasar, N., 1995. Bilimsel Araştırma Yöntemi. Ankara: 3A Araştırma Eğitim Danışmanlık Ltd. Şti. 2014. Ankara, Turkey.

Lachal, J., Levy-Revah, A., Orri, M. Moro, M., R., 2017. Meta-synthesis: An Original Method to Synthesize Qualitative Literature in Psychiatry. Frontiers in Psychiatry, Volume 8, Article 269.

Polat, S., Osman, A.Y., 2015. Meta-Sentez: Kavramsal Bir Çözümleme. Eğitimde Nitel Araştırmalar Dergisi, 4(2).

Lamb, M., 2007. The Impact of School on EFL Learning Motivation: An Indonesian Case Study. Tesol Quarterly, 757-780.

Üstün, D., 2017. Characteristics Of An Effective English Language Teacher: Students’ And Teachers’ Perceptions. Master thesis, Mersin Çağ University.

Üstün, U., Eryilmaz, A., 2014. A Research Methodology to Conduct Effective Research Syntheses: Meta-Analysis. Egitim ve Bilim, 39(174).

Walsh, D., Downe, S., 2005. Meta‐Synthesis Method for Qualitative Research: A Literature Review. Journal of Advanced Nursing, 50(2), 204-211

The Studies Examined Within the Scope of the Study

A.1 Sarıyer, S. (2008). Demoativational Factors That Affect Anatolian High School 9th Class Students While Learning English and The Teachers’s Use of Motivational Strategies. Muğla University, Institute of Social Sciences, Educational Sciences-Department of Curriculum and Design. MA Thesis. Muğla.

A.2 Vural, S. (2007). ‘’ Teachers’ and Students’ Perceptions of Teacher Motivational Behavior.’’ Bilkent University, Institute of Educational Sciences, Department of English Language Teaching as a Foreign Language, MA Thesis. Ankara.

A.3 Görgen, İ. Kömür, Ş. Deniz, S. (2009). ‘’Pre-service English Teachers’ Evaluation of the Motivational Strategies.’’ Muğla University, Journal of Institute of Social Sciences, Autumn 2009, Number 23.

A.4 Atay, D. (2004). ‘’The Motivational Strategies of English Language Teachers.’’ Journal of Hasan Ali Yücel Faculty of Education, Number 1 (2004), 99-108.

A.5 Keleş, Y. (2007). ‘’Attitudes of English Language Teachers to Motivational Strategies in Language Learning.’’ Muğla University, Institute of Social Sciences, Educational Sciences-Department of Curriculum and Design. MA Thesis. Muğla.

A.6 Özsöz, B. (2007). ‘’The Qualities of Teachers Affecting Student Motivation and Teachers’ Awareness of These Qualities.’’ Yıldız Teknik University, Institute of Social Sciences, Department of Foreign Language Teaching. MA Thesis. İstanbul.

A.7 Arslantürk, A. (2011). ‘’Motivational Strategies Used By EFL Teachers Working in Turkish State Primary School Setting: A Study in Afyonkarahisar Schools.’’ Eskişehir Anadolu University, Institute of Educational Sciences, Department of English Language Teaching. MA Thesis. Eskişehir.

A.8 Taşpınar Kurt, H. (2004). ‘’Teachers’ and Students’ Perceptions of Teachers’ Task-Related Motivational Strategy Use and Students’ Motivation Levels.’’ Bilkent University, Institute of Social Sciences, English Teaching as a Foreign Language. MA Thesis. Ankara.

A.9 Yurtsever, A. (2017). ‘’A Teacher Inquiry Into The Effects of Teacher’s Motivational Activities On Language Leaners’ Classroom Motivation.’’ Hacettepe University, Institute of Educational Sciences, Department of English Language Teaching. MA Thesis. Ankara.

A.10 Kahraman, E. (2014). ‘’Students’ Perceptions of Teacher Motivational Behaviors.’’ Ufuk Üniversitesi, Institute of Social Sciences, Department of English Language Teaching. MA Thesis. Ankara.

A.11 Öztürk Ölmezer, E. (2012). ‘’ Teacher Motivational Behaviors in Language Classrooms: How Do Students and Langauge Instructors Perceive Them?’’ Pamukkale University, Institute of Social Sciences, Department of English Language Teaching. MA Thesis, Denizli.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Derya Uysal, Tuğba Sönmez Akalın, Meral Güven

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).