APPENDICES
Appendix D. Motivational Strategies (For English Teachers)
48 Motivational Teaching Strategies Questionnaire
Instructions: Below is a list of possible motivational strategies that some
teachers use to motivate their learners. I would like to ask you to decide about
each strategy how often you have used it in your own teaching practice using
the Likert scale below. Thank you for your help.
Scale Description
1 - Never
2 - Rarely
3 - Sometimes
4 - Often
5 - Always
Please mark a tick or an 'X' in the appropriate blank. Please only tick one space
and answer all the questions.
Motivational Teaching Strategies 1 2 3 4 5
1. Bring in and encourage humour and laughter frequently in your
class.
2. Show students that you respect, accept and care about each of
them.
3. Create opportunities so that students can mix and get to know
each other better (e.g. group work, game-like competition).
4. Familiarize the learners with the cultural background of the
English language.
5. Explain the importance of the ‘class rules’ that you regard as
important (e.g. let’s not make fun of each other’s mistakes) and how
these rules enhance learning, and then ask for the students’
agreement.
6. Give clear instructions about how to carry out a task by modeling
every step that students will need to do.
7. Invite senior students who are enthusiastic about learning English
to talk to your class about their positive English learning
experiences/successes.
8. Monitor students’ accomplishments, and take time to celebrate
any success or victory.
9. Regularly remind students that the successful mastery of English
is beneficial to their future (e.g. getting a better job or pursuing
further studies abroad).
10. Encourage students to select specific, realistic and short-term
learning goals for themselves (e.g. learning 5 words every day, write
3 sentences every day, listen to English for 5 minutes every day).
11. Design tasks that are within the learners’ ability so that they get
to experience success regularly.
12. Introduce in your lessons various interesting content and topics
which students are likely to find interesting (e.g. about TV
programmes, pop stars or travelling).
13. Make tasks challenging by including some activities that require
students to solve problems or discover something (e.g. puzzles).
14. Teach the students self-motivating strategies (e.g. self-
encouragement) so as to keep them motivated when they encounter
distractions.
15. Make sure grades reflect not only the students’ achievement but
also the effort they have put into in the task.
16. Ask learners to think of any classroom rules that they would like
to recommend because they think those will be useful for their
learning.
17. Show your enthusiasm for teaching English by being committed
and motivating yourself.
18. Break the routine of the lessons by varying presentation format
(e.g. a grammar task can be followed by one focusing on
pronunciation; a whole-class lecture can be followed by group
work).
19. Invite some English-speaking foreigners as guest speakers to the
class.
20. Help the students develop realistic beliefs about their learning
(e.g. explain to them realistically the amount of time needed for
making real progress in English).
21. Use short and interesting opening activities to start each class
(e.g. fun games).
22. Involve students as much as possible in designing and running
the language course (e.g. make real choices about the activities and
topics they are going to cover; decide whom they would like to work
with).
23.Establish a good relationship with your students.
24. Encourage student participation by assigning activities that
require active involvement fromeach participant (e.g. group
presentation or peer teaching).
25. Give good reasons to students as to why a particular activity is
meaningful or important.
26. Try and find out about your students’ needs, goals and interests,
and then build these into your curriculum as much as possible.
27. Allow students to create products that they can display or
perform (e.g. a poster, an information brochure or a radio program).
28. Encourage learners to try harder by making it clear that you
believe that they can do the tasks.
29. Give students choices in deciding how and when they will be
assessed/evaluated.
30. Create a supportive and pleasant classroom climate where
students are free from embarrassment and ridicule.
31. Display the ‘class goals’ on the wall and review them regularly in
terms of the progress made towards them.
32. Bring various authentic cultural products (e.g. magazines,
newspapers or song lyrics) to class as supplementary materials.
33. Make clear to students that the important thing in learning a
foreign language is to communicate meaning effectively rather than
worrying about grammar mistakes.
34. Notice students’ contributions and progress, and provide them
with positive feedback.
35. Include activities that require students to work in groups
towards the same goal (e.g. plan a drama performance) in order to
promote cooperation.
36. Teach students various learning techniques that will make their
learning easier and more effective.
37. Adopt the role of a ‘facilitator’ (i.e. Your role would be to help
and lead your students to think and learn in their own way, instead
of solely giving knowledge to them).
38. Highlight the usefulness of English and encourage your students
to use their English outside the classroom (e.g. internet chat room or
English speaking pen-friends).
39. Motivate your students by increasing the amount of English you
use in class.
40. Share with students that you value English learning as a
meaningful experience that produces satisfaction and which
enriches your life.
41. Compare your students with each other in public (i.e. verbally
praising one student more then the other students or by listing their
grades in public).
42. Encourage learners to see that the main reason for most failure
is that they did not make sufficient effort rather than their poor
abilities.
43. Make tasks attractive by including novel or fantasy elements so
as to raise the learners’ curiosity.
44. Encourage students to share personal experiences and thoughts
as part of the learning tasks.
45. Enrich the channel of communication by presenting various
auditory and visual aids such as pictures, realia, tapes and films.
46. Show students that their effort and achievement are being
recognized by you.
47. Try to be yourself in front of students without putting on an
artificial ‘mask’, and share with them your hobbies, likes and
dislikes.
48. Give students opportunities to assess themselves (e.g. give
themselves marks according to their overall performance).
Finally, would you please answer the following short questions?
1. What’s your gender? Male ___ Female ___
2. How long have you been teaching English (in years)? _____
3. What is your undergraduate course and major field of specialization?
__________________________________________________
Thank you very much for your kind help and participation. I appreciate it!
Source:http://manitobateam.weebly.com/uploads/1/3/6/4/13647344/48_motivational_strategies_for_a_questionnaire.pdf
Appendix 2. ROSENBERG SELF-ESTEEM SCALE
ROSENBERG SELF-ESTEEM SCALE Copy N0. ______
Name of Student:__________________________________(Optional)
Instructions. Below is a list of statements dealing with your general feelings
about yourself. Please indicate how strongly you agree or disagree with each
statement. Mark a tick or an 'X' in the appropriate blank. Please only tick one
space and answer all the questions.
1 2 3 4
Statement Dealing With General Strongly Agree Disagree Strongly
Feelings About Oneself Agree Disagree
1. On the whole, I am satisfied with
myself.
2. At times I think I am no good at
all.
3. I feel that I have a number of
good qualities.
4. I am able to do things as well as
most other people.
5. I feel I do not have much to be
proud of.
6. I certainly feel useless at times.
7. I feel that I'm a person of worth,
at least on an equal plane with
others.
8. I wish I could have more respect
for myself.
9. All in all, I am inclined to feel
that I am a failure.
10. I take a positive attitude toward
myself.
