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Assessing English Language Teachers’ Awareness and Implementation of Motivational Strategies in EFL Class: Chilalo and Tokuma High Schools in Oromia Region Arsi Zone in Focus, Ethiopia

机译:评估英语教师在EFL级别的励志策略意识和实施:埃塞俄比亚焦点奥罗马地区奥罗马区乔洛奥和Tokuma高中

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摘要

The main objective of this study was to assess the selected Ethiopian high schools English language teachers awareness and implementation of motivational strategies in EFL (English as a Foreign Language) classrooms. Relevant data were collected from two conveniently sampled high schools: Chilalo and Tokkummaa high schools. The tools used to collect data were questionnaire, interview, and observation. 419 students who were enrolled in the aforementioned high schools in 2018 filled out questionnaire. Interview with eleven purposively sampled English language teachers under the study area and classroom observation were also employed. Then the data gathered through questionnaire were analyzed using descriptive statistics in the form percentage and, mean and later interpreted. The data obtained though interview and observation were analyzed qualitatively through emerging trends. The result of this study revealed that, Grade nine English language teachers under the study area have good level of awareness regarding the motivational strategies. They believe that motivational strategies enhance the teachers to motivate students towards the target language and make the teaching-learning environment stimulating. However, although English language teachers under the study area have good awareness concerning the role of motivation in language teaching, the motivational strategies are not being implemented satisfactorily. Thus, English language teachers under the study area should implement motivational strategies in EFL class. Therefore, it would be possible to produce competent professionals and alleviate problems pertaining to teaching-learning environment of all Ethiopian state high schools in general and the selected high schools in particular.
机译:本研究的主要目标是评估选定的埃塞俄比亚高中英语教师在EFL(英语作为外语)教室中的励志策略的认识和实施。从两个方便采样的高中收集相关数据:Chilalo和Tokkummaa高中。用于收集数据的工具是调查问卷,面试和观察。 419名学生于2018年在上述高中注册填写问卷。还采用了在研究区和课堂观察下采访了11个有目的采样的英语语言教师。然后使用表单百分比的描述性统计分析通过调查问卷收集的数据,均值和稍后解释。通过新出现的趋势定性分析了采访和观察而获得的数据。本研究的结果透露,研究领域的九级英语教师对动机策略具有良好的意识。他们认为激励战略加强教师激励学生对目标语言,并使教学环境刺激。然而,虽然研究区域的英语语言教师有很好的认识,关于动机在语言教学中的作用,令人满意的励志策略并没有令人满意地实施。因此,研究领域的英语教师应在EFL课程中实施动机策略。因此,有可能制定有能力的专业人士,并减轻与所有埃塞俄比亚国家高中的教学环境有关的问题,特别是特别的高中。

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    Habib Beshir;

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  • 年度 2017
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  • 原文格式 PDF
  • 正文语种 eng
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