Document Type : Original Article
Department of English Language, Shahr-e-Qods Branch, Islamic Azad University, Tehran, Iran
Department of English Language, East Tehran Branch, Islamic Azad University, Tehran, Iran
The aim of this study was to investigate the effect of using motivation strategies on EFL teachers’ motivation and reflective teaching. In order to do this, 30 Iranian female EFL teachers who were the researcher’s colleagues and expressed their willingness to participate in this study were selected. The group filled out a reflective teaching questionnaire by Akbari, Behzadpour, and Dadvand (2010) and motivation strategies questionnairre by Chastain (1988) as the pretest at the outset of the study and subsequently sat for a workshop where the researcher introduced motivation strategies and techniques to them. Following the end of the workshop, the teachers went back to their routine teaching program for 15 sessions and the researcher administered the reflectivity questionnaire and motivation strategies questionnaire as the posttest to the 30 teachers after those 15 sessions. In order to test the null hypotheses, that is to check any significant difference in the degree of the reflective teaching and motivation of the group prior to and after the treatment, a paired samples t-test was conducted in this research. The results revealed that there was a significant difference between the participants’ scores on the motivation pretest and posttest; favoring the posttest. Also, there was a significant difference between the participants’ scores on the reflective teaching pretest and posttest, favoring the posttest. Therefore, the results showed that motivation strategies significantly affect the teachers’ motivation and reflective teaching.
- Aghaei, P., & Jadidi, E. (2013). The effect of EFL teachers' language awareness and gender on their reflectivity. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4 (3), 94-104.
- Akbari, R. (2007). Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education. System, 35(2), 192-207.
- Akbari, R., Behzadpoor, F., & Dadvand, B. (2010). Development of English language teaching reflection inventory. Journal of Elsevier, 38, 211-227.
- Bratton, J., Callinan, M., Forshaw, C., & Sawchuk, P. (2007). Work and organizational behavior. Palgrave Macmillan, Basingstroke.
- Brophy, J. (2010). Motivating students to learn. New York: Routledge.
- Davidson, E. (2005). The pivotal role of teacher motivation in Tanzania. HakiElimu Working Papers, 1-10. Day. Personhood Press.
- Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking and the educational process. New York: D.C Heath.
- Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38, 379 – 96.
- Dornyei, Z. (2001a). Teaching and researching motivation. Harlow: Pearson.
- Dornyei, Z. (2001b). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
- Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nded.). Harlow: Pearson Education Limited.
- George, J. M., & Jones, G. R. (2008). Understanding and managing organizational behavior, (5th Ed). Pearson Education Inc., Upper Saddle River, NJ.
- Ghaslani, R. (2015). The effect of gender and age on Iranian EFL teachers' reflectivity. Journal of Academic and Applied Studies, 5(3), 25-38.
- Guvence, Z., & Celik, K. (2012). The relationship between the reflective thinking skills and emotional intelligences of class teachers. International Journal of Humanities and Social Science, 2(16), 223-234.
- Hasan, A.R., & McDonald, L. (2015). Teachers' motivation in the Maldives – vital but context-specific. International Journal of Social Science and Humanity, 5(1).
- Jadidi, E., & Keshavarz, Z. (2013). The impact of Iranian EFL teachers' reflection on their incorporation of strategy- based instruction. International Journal of Language Learning and Applied Linguistics World (IJLLALW), 4(3), 140-148.
- Javadi, F., & Khatib, M. (2014). On the relationship between reflective teaching and teachers’ burnout. International Journal of Research Studies in Language Learning,4 (1), 85-96.
- Jay, J. K., & Johnson, K. L. (2002). Capturing complexity: a typology of reflective practice for teacher education. Teaching and Teacher Education, 18(1), 73-85.
- Kazeruni, N., & Sadighi, F. (2014). Investigating Iranian female EFL teachers' motivation and job satisfaction level at public schools and private language Institutes in Shiraz. International Journal on Studies in English Language and Literature (IJSELL), 2(8).
- Keshavarzi, S., & Falahati Qadimi Fumani, M. R. (2015). The impact of teachers' reflectivity and gender on their intellectual excitement and interpersonal teaching style. Theory and Practice in Language Studies, 5 (3),525-534.
- Lowery, N. V. (2003). The fourth “R”: Reflection. The Mathematics Educator, 13(2), 23-31.
- Ma, L., & Ren, S. (2011). Reflective teaching and professional development of young college English teachers—from the perspective of constructivism, Theory and Practice in Language Studies, 1(2), 153-156.
- Melucci, N. (2010). E-Z Psychology. New York: Barron's Educational Series, Inc.
- Mondy, R. W. (2008). Human Resource Management. Pearson/Prentice Hall.
- Nosratinia, M., & Moradi, Z. (2017). EFL teachers' reflective teaching, use of motivational strategies, and their sense of efficacy. Journal of Language Teaching and Research, 8, 431-439.
- Nosratinia, M., & Zaker, A. (2017). Scrutinizing the impact of teachers’ critical thinking and teaching autonomy on their teaching success and learners’ use of language learning strategies. Journal of Language Teaching and Research, 8(1),1-16.
- Oldham, G., & Hackman, R. (2010).Not what it was and not what it will be: The future of Job Design Research. Journal of Organizational Behavior, (2) 3, 463-479.
- Pacheco, A. Q. (2005). Reflective teaching and its impact on foreign language teaching. Numero Extraordinario, 5, 1-19.
- Petri, H., & Govern. J. (2003). Motivation: Theory, Research, and Applications. Publisher Wadsworth Publishing.
- Rahimi, A., & Chabok, S. (2013). EFL Teachers’ Levels of Reflective Teaching and their Conceptions of Teaching and Learning. Journal of Advanced Social Research, 3(1), 12- 29.
- Thomas, S. B., & Dykes, F. (2011). Promoting successful transitions: What can we learn from Reflective Teaching Instruction (RTI) to enhance outcomes for all students? Preventing School Failure, 55, 1-9.
- Zhang, Q., & Sapp, D.A. (2008). A burning issue in Teaching: The Impact of teacher burnout and nonverbal immediacy on student motivation and affective learning. Journal of Communication Studies, 1(2), 152 – 68.