Section
Developing teaching practice
Abstract
While studies on motivational strategies abound in the English as a foreign language acquisition literature, few studies have investigated their role in English for Specific Purposes classes in vocational higher education settings. This study examines the students’ perception of motivational teaching strategies and the influence of social variables (age, gender) toward their perceptions. Students (n = 134) from a Faculty of Vocational Studies in a (country) Public University completed a questionnaire that reflected their perception of motivating teaching practices. The results show that students considered several teaching strategies that focus on assisting them master the skills in the practicum activity as the most motivating ones (providing clear instructions, assisting students in completing the tasks, providing constructive criticism and praise, building a positive relationship, and constantly encouraging students). Students’ age had no significant relation with their perceptions. Although most of the teaching practices were considered motivating for both male and female students, two particular strategies (leading by example by being focused and driven, managing a variety of activities) were considered more motivating for female students than for male students. Findings suggest that teachers should recognize the students’ individual needs for motivational strategies to assist them master the target language.
Practitioner Notes
- Investigating the motivational strategies in the English for Specific Purposes setting is pivotal to finding out the best method to assist the students in mastering the skills.
- The questionnaire of the student's perception of the motivating teaching practices discovers the students' point of view on an effective teaching method that enhances their positive behavior.
- The five most motivating teaching practices are providing clear instructions, assisting students in completing the tasks, providing constructive criticism and praise, building a positive relationship, and constantly encouraging students.
- In vocational higher education, the specific method related to students' motivation should be employed to meet the study objectives aligned with the industrial needs.
- Qualitative data research should be employed to determine the individual perceptions and influence of motivating strategies.
Recommended Citation
Mauludin, L. A., Sefrina, L. R., Ardianti, T. M., Prasetyo, G., Prassetyo, S., & Putri, C. I. (2023). An Investigation of the Students’ Perceptions of Motivating Teaching Strategies in English for Specific Purposes Classes. Journal of University Teaching & Learning Practice, 20(6). https://doi.org/10.53761/1.20.6.5
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