The role of teaching strategies on managing students' english-learning motivation

Abstract

Motivation is a must for English learners, which has been discussed a lot by numerous papers. for English as second language (ELS) learners, teachers also play an important role in their learning processes. This paper would like to apply experimental design to find out whether different teaching strategies along with different motivation types (instrumental and integrative) may lead to various academic performances. We selected 60 English students to participate in the pilot study. A two- group randomized experimental design was used. Then, the teacher in experimental group announced a class-end quiz for today's lesson, while the other teacher in the control group didn't. At the end, all the participants need to finish a quiz and the Attitude/Motivation Test Battery (AMTB) questionnaires for the classification of different motivation types. Through the manipulation, we are trying to clarify the interrelationships between different teacher's strategies and different learning motivations and their influences on English learning