Student Motivation And Instructional Strategies In English Learning In Ghana

摘要

Motivation has been referred to as the single most important ingredient of learning (Wieman, 2013). However, it does not come by chance, application of appropriate instructional strategies are necessary. The present study conducted in-depth inquiry into the relevance of student motivation and its relationship with higher achievement in L2 learning. Descriptive research design was adopted for the study. Using stratified sampling technique, 60 students were sampled from three public schools in Kumasi Metropolis. Also, by means of purposive sampling, six English teachers were selected in the three schools as participants. Set of questionnaires were the instrument for the study and analysis involved simple frequencies, percentages, tables and Pearson's Correlation Coefficient (r). The study revealed that students can be motivated by simplicity, clarity, practical and insightful analogies, making lessons lively and interesting and most importantly generous use of TLM's. Positive relationship also existed between students' motivation and the use of effective instructional strategies with the attendant proficiency in English. Unequivocally, student motivation is pivotal to facilitating proficiency in English, a key to riding the crest of globalization and technology.