Mostrar el registro sencillo del ítem
Student's and teacher's perceptions about the most effective motivational teaching practices in an EFL public high school context
| dc.contributor.advisor | Rey Paba, Lourdes | |
| dc.contributor.author | Barandica Sabalza, Eunice Esther | |
| dc.date.accessioned | 2020-02-10T19:48:22Z | |
| dc.date.available | 2020-02-10T19:48:22Z | |
| dc.date.issued | 2019 | |
| dc.identifier.uri | http://hdl.handle.net/10584/8816 | |
| dc.description | The present study is based on the importance of motivational teaching strategies proposed by Dörnyei and Csizer (1998) for engaging students in their EFL process from their perception and the teacher's. It is a non-experimental research using quantitative methods to collect data through two online questionnaires: one for teachers and the other for students to gain a wide range of information about participants perceptions on motivational teaching strategies in a Colombian EFL high school context. The data collected are analyzed using inferential statistical tests to estimate separately the statistical significance between students and teachers, and then to compare the significance between student's versus teacher's responses to find out which teaching practices both groups consider are the most effective for successful language learning. The results of this study reveal that students and teachers agree on five teaching practices as the most motivational: “Properly prepare for the lesson”, “Show a good example by being committed and motivated to helping the students succeed”, “Develop a good relationship with the students”, “Create a pleasant atmosphere in the classroom” and “Provide guidance about how to do the task”. The micro-strategy "Properly prepare for the lesson” was ranked by students and teachers as the most motivational in this study, and the conceptual domain with the most motivational perception in both students and teachers was "Rapport", and the domains "Personal Relevance" and "Culture" were the least motivating for students and teachers, respectively. | es_ES |
| dc.format | application/pdf | es_ES |
| dc.language.iso | eng | es_ES |
| dc.publisher | Universidad del Norte | es_ES |
| dc.subject | Estrategias de aprendizaje | es_ES |
| dc.subject | Inglés -- Enseñanza | es_ES |
| dc.title | Student's and teacher's perceptions about the most effective motivational teaching practices in an EFL public high school context | es_ES |
| dc.type | masterThesis | es_ES |
| dc.rights.accessRights | openAccess | es_ES |
| dc.type.hasVersion | acceptedVersion | es_ES |
| dc.publisher.program | Maestría en la Enseñanza del Inglés | es_ES |
| dc.publisher.department | Instituto de Idiomas | es_ES |
| dc.creator.degree | Magíster en la Enseñanza del Inglés | es_ES |