University Teachers' Use of Motivational Strategies in Second Language Classes

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Running head: MOTIVATIONAL STRATEGIES IN SECOND LANGUAGE CLASSES
University Teachers Use of Motivational Strategies in Second Language Classes

Bonjovi H. Hajan and Brenfel D. Castillo
Western Mindanao State University
November, 2013
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MOTIVATIONAL STRATEGIES IN SECOND LANGUAGE CLASSES
Abstract
This study aimed to determine any significant difference in the teachers frequency of use of
motivational strategies considering the variables of course finished, length of service and
educational attainment. This was conducted with the 42 respondents randomly selected from the
population of 54 second language teachers coming from the two colleges and one department at
the university in western part of the Philippines. It made use of the descriptive-quantita tive
research method using t-test for independent samples and ANOVA as the main statistical tools for
analysis. Main findings showed that there was a significant difference in the respondents
frequency of use of motivational strategies when data were grouped by length of service and
educational attainment (p<0.05). It was recommended, then, that the utilization of motivatio na l
strategies in second language classes at the university context be maintained or used always while
those strategies that were used only sometimes be more maximized and realized, especially the
university in its academic endeavors has been aiming for the Center of Excellence. Hence, the
language departments may be encouraged to include the use of these motivational strategies in
their orientation for teachers who are new or young in the teaching service. For future researchers,
the study recommended the conduct of a similar research with the inclusion of teachers coming
from other schools in the region for a wider scope of study and students as respondents to validate
teachers use of these motivational strategies.
Keywords: motivational strategies, macro motivational strategies, micro motivational
strategies, second language teachers, English and literature teachers, Western
Mindanao, Philippines
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Introduction
The Philippines today faces tremendous challenges. With its aim of promoting global
competitiveness and competence among Filipino professionals, the country has passed through a
wider expanse of change in its educational system. Consequently, curriculum has been crafted and
restructured; classroom has been made learner-centered; and demands on the learner have
increased substantially. Traditional views once claimed that teachers inside the classroom are the
sole dispensers of knowledge and that students act merely as receptors. However, recent researches
into education have revealed some empirical evidences, suggesting that learners be placed on the
apex of teaching- learning
processi.e., prompting
them for actual engagement
while
continuously seeking for knowledge and developing skills.

To be successful in meeting its goal is necessary to take a deeper look on the Philippines
current educational statuesque in particular. What goes on inside the classroom and which
variables facilitate learning seem to be of greater impact for ensuring success. Hence, issues on
second language classroom need to be addressed in this respect since much credit is paid for
English as it is the key to globalization.
Now, the question is what constitutes Second Language Classroom? This is and always has
been left unanswered for years and which seeks for further research. In this connection, let us first
consider the roles of the second language teacher in L2 teaching.
Researches in line with second language teaching have shown that among the role that
teachers play in L2 classes are initiator, facilitator, motivator, ideal model of the target language
speaker, mentor, consultant and mental supporter. These roles are claimed to influence much each
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learners motivation (Kikuchi, 2009; Sakai & Kikuchi, 2009; Tanaka, 2005). Hence, being
motivators should be the first and foremost role that L2 teachers play inside the classroom.
Other studies with regards to the influence of the teacher on learners motivation have been
conducted. Dornyeis (1994) study on motivation has revealed that teachers affect learners
motivation with their styles of teaching and their use of particular teaching strategies includ ing
modeling task presentation and giving of feedback. Interactions between teachers and learners
including learning experiences, incentives, praise and punishments are considered relevant factors
that influence L2 learner motivation (William & Burden, 1997). In addition, Oxford and Shearin
(1994) came up with five suggestions regarding the roles of the teacher in L2 motivation: (1)
allowing learners to have a sense of purpose in learning the L2; (2) providing them with varied
interesting activities to achieve the goal set; (3) showing the relevance of learning the target
language; (4) building a non-threatening classroom atmosphere; and (5) motivating learners
intrinsically. These studies collaboratively manifest that teacher-related factors can be grouped
into three main components: pedagogic skills of teachers; teachers behavior and attitudes; and
teachers approach to learners. Along this line, Ramage (1990) suggested that teachers should
make an effort in motivating learners so that learners positively and actively engage in their
learning until they meet the expected outcomes.
Motivation, in the field of second language learning, is viewed as of chief significa nce.
Corpuz and Salandanan (2007), as highlighted on the book of Principle of Teaching I, defined
motivation as a driving force that urges one to react. Motivation refers to the desire, favorable
attitudes, and efforts exerted to achieve the goal of learning the language (Gardner, 1985).
Furthermore, Dornyei and Otto (1998) regarded motivation as the dynamic changing cumula tive
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arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the
cognitive and motor processes whereby initial wishes and desires are selected, prioritized,
operationalized, and successfully or unsuccessfully acted out. To Pintrich and Schunk (1996),
motivation is simply the process whereby the goal-directed activity is instigated and sustained.
As suggested by Valledrand (1997), reported in Wang (2008), motivation is classified into
two types: intrinsic and extrinsic. Intrinsic motivation refers to the inner urge that impels a person
to move while extrinsic motivation pertains to external factors that stimulate a persons attitudes
to act on something (e.g., anticipation for incentives, rewards and praises). Moreover, Gardner and
Lambert (1972) introduced other two kinds of motivationintegrative and instrumenta l.
Integrative motivation identifies whether the student familiarizes with the target culture and people
in some sense, or neglect them. Instrumental motivation denotes acquiring the language with the
very aim unrelated to its use by native speakers.
In lieu of the concepts given, it is justifiable to say that motivation serves as the determining
factor for success in L2 learning. Strategies in motivating learners should therefore be taken into
larger account and regarded as an important aspect in this arena.
Emphasized on his book of Teaching by Principle (An Interactive Approache to Language
Pedagogy), Brown (1994) stressed that the very principle to consider in motivating language
learners is, techniques should cover the spectrum of learner needs, from language-based focused
on accuracy to message-based focused on interaction, meaning, and fluency. A real classroom
encompasses activities which are invitations for learners to demonstrate their ability, not pretended
requests for enlightenment, and learners responses arise from their roles as learners, not from
assumed roles in simulated situations or from their individual lives outside the classroom (Prabhu,
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1987). Here, Arnold (2003) noted that despite how complex, challenging, and interesting the
activities may be, it all depends on the learner willingness (i.e., their motivation) to participate.
She further added that if learning is doing tasks, teaching means specifying and helping with the
tasks.
In reflecting on the potential usefulness and significance of motivational strategies,
Dornyei and Csizer (1998) conducted an empirical investigation of English teachers in Hungary
evaluating a list of 51 motivational strategies, considering how important they considered the
techniques to be and how frequently they actually implemented them in their classes. Based on
results, this study led to Ten Commandments for teachers to motivate their language learners:
teachers should be an example of personal behavior, make sure that the class atmosphere is relaxed
and non-threatening, present task properly to learners, develop good relationship with students,
increase learners self-confidence, make language class interesting to learners, promote as much
as possible learner autonomy, personalize the learning process, help learners build learning goals,
and make sure that learners are familiar with the target language culture. Yet, along this line, the
researchers put it, we cannot say with certainty that the Ten Commandments are valid in every
cultural, ethnolinguistic and institutional setting. There is clearly much room for further research
in this study (Dornyei and Csizers 1998:224). Indeed, factors such as learners ideologies about
learning, the teachers ways of teaching with their approaches and beliefs as well as the actual
context of varied learning environments may deem some techniques highly effective, while others
less useful.
Responding to this call, Cheng (2001) was prompted to conduct similar study with the aim
of exploring the range of motivational strategies that teachers can employ to stimulate their learners
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in an Asian context, Taiwan. Based on his findings, Cheng (2001) came up with a conclusion that
some motivational strategies are transferable across culture and ethnolinguistic contexts while
others are culture-sensitive or even culture-dependent. This verified the Western claim. Following
this line, in an attempt of testifying and validating research findings, Guilloteaux (2008) carried
on a study focusing on the effects of motivational strategies on student motivation and the teachers
frequency of use of motivational strategies in behalf of Korean EFL contexts. Here she found out
similar result with that of Cheng (2001), which made him arrive at the conclusion that certain
motivational strategies are culturally affected when being used while others are universa lly
endorsed. Huong (2011) in his Vietnamese study on the teachers use of motivational strategies in
correlation with teaching experience drew out implications with the aim of alleviating young
teachers awareness and insight knowledge of applying motivational strategies for more practical
effects.
However, in all the studies, it must be noted that none of them has disclosed the
motivational strategies used by second language teachers of Western Mindanao State Univers ity
and how often they actually employ these motivational strategies in their classes. None also has
showed the rank order of each of the motivational strategies in terms of their frequency of use as
employed by Western Mindanao State University Second Language Teachers.
Furthermore, hardly any study has touched upon independent variables such as coursed
finished, length of service and educational attainment as to whether or not these establish
significant differences in the teachers frequency of use of motivational strategies in Western
Mindanao State University setting. Generally, the aforementioned studies failed to reach out the
Philippine context whereby the results may not be supported and validated.
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Hence, to bridge the gap in between previous works and the current study and to expand
the outreach of such theoretical formulation made by the previous researchers in the field, the
undergraduate researchers of the College of Teacher Education, Western Mindanao State
University were prompted to conduct a study on investigating the teachers use of motivatio na l
strategies in second language classes, the case of the Philippines, particularly Western Mindanao
State University ESL contexts.
Theoretical and Conceptual Framework.
This study was anchored on Dornyeis L2 Motivational Strategies Framework. Dornyei
(2001) defined motivational strategies as (a) instructional techniques applied by the teacher to
trigger and provoke student motivation and (b) self-regulating strategies that are used purposefully
by individual students to manage the level of their own motivation and to raise their active
participation in the classroom activities.
It should be noted that the motivational strategies discussed in this study belong to type (a).
Among many ways to organize various L2 motivational strategies, Dornyei (2001) chose to follow
an approach that dwells on the different phases of the process-oriented model. He outlined four
main
components
of a model motivational
strategies
framework :
creating
the basic
motivational conditions; generating initial motivation; maintaining and protecting motivation; and
encouraging positive retrospective self-evaluation.
The first component encompasses three motivational strategies such as appropriate teacher
behavior, pleasant and supportive atmosphere, and a cohesive learner group with appropriate group
norms. The second component consists of five motivational strategies namely: enhancing the
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learners L2-related values and attitudes, increasing the learners expectancy of success, increasing
the learners goal-orientedness, making the teaching materials relevant for the learners, and
creating realistic learner beliefs. The third component is composed of eight motivational strategies
which are as follows: making learning stimulating, presenting tasks in a motivating way, setting
specific learner goals, protecting the learners self-esteem and increasing their self-confide nce,
allowing learners to maintain a positive social image, promoting cooperation among the learners,
creating learner autonomy, and promoting self-motivating learner strategies. Lastly, the fourth
component includes four motivational strategies: promoting motivational attributions, providing
motivational feedback, increasing learner satisfaction and offering rewards and grades in a
motivating manner.
This theoretical framework was used as basis for large-scale investigation of teachers
motivational strategies in Taiwanese (Cheng & Dornyei, 2007) and Korean EFL contexts
(Guilloteaux and Dornyei, 2008). Based on results, this framework provided empirical evidence
that language teachers made use of the above-mentioned motivational strategies in their classes to
motivate language learners and it was concluded that these motivational strategies may differ in
importance according to cultural, ethnolinguistic and institutional setting.
Presented in Figure 1 below is Dornyeis (2001a) framework of a motivational L2 teaching
practice which served as the theoretical basis of this study
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Figure 1: Dornyeis (2001) L2 Motivational Strategies Framework
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Furthermore, the study was guided by the conceptual framework presented hereunder.
Figure 2 illustrates the relationship of independent and dependent variables of the study. It
shows that the respondents frequency of use of motivational strategies (dependent variable) may
or may not get affected by their course finished, length of service and educational attainme nt
(independent variables). Education graduate teachers may use motivational strategies in second
language classes more frequently than non-education ones; those teachers with long years of
experience in teaching profession would have the tendency to employ motivational strategies more
frequently than those with only few years of teaching experience; and doctors degree holders may
employ motivational strategies more frequently than those masters degree holders.
Independent Variables
Dependent Variable
Course Finished
Length of Service
Motivational
Educational Attainment
Figure 2: Conceptual Paradigm of the Stud
Strategies
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Statement of the Problem
The study aimed to determine the teachers use of motivational strategies in second
language classes at Western Mindanao State University. Specifically, it sought to answer the
following questions:
1. How often do second language teachers of Western Mindanao State University employ
the 30 micro motivational strategies in their classes?
2. What is the rank order of each of the 10 macro-motivational strategies as used by the
second language teachers?
3. Is there a significant difference in the teachers frequency of use of motivatio na l
strategies when they are categorized according to:
a. Course Finished;
1. Education
2. Non-education
b. Length of Service
1. 0-5 years
2. 6-10 years
3. 11-15 years
4. 16-20 years
5. 21-25 years
6. 26-30 years
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c. Educational Attainment
1. College graduate
2. College graduate with masteral units
3. Masters degree holder
4. Masters degree holder with doctoral units
5. Doctoral degree holder
Hypotheses
The study adopted the following hypotheses:

Alternative Hypothesis (Ha): There is a significant difference in the teachers frequency of use of
motivational strategies when they are categorized according to: course finished length of
service and educational attainment.
Null Hypothesis (Ho): There is no significant difference in the teachers frequency of use of
motivational strategies when they are categorized according to: course finished length of
service and educational attainment.
Limitation of the Study

This study was limited to the motivational strategies used by forty-two (42) second
language teachers of Western Mindanao State University. Motivational strategies were limited to
thirty (30) micro motivational strategies categorized into ten (10) macro levels as explained earlier.
The respondents of the study, the second language teachers were limited to those teaching Englis h
and literature subjects at the College of Communications and Humanities, College of Teacher
Education and Integrated Laboratory Schools- High School Department.
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Method
The study employed the descriptive-quantitative research design. As used in the study, the
respondents frequency of use of the 30 micro motivational strategies and the rank order of the 10
macro motivational strategies were determined.
Then, the significant differences in the
respondents use of these strategies with consideration of the three variables of course finis hed,
length of service and educational attainment were established.
Respondents of the Study
The study had a population of fifty- four (54) second language teachers from the two
colleges and one department at the Western Mindanao State University excluding those who were
on study leave during the conduct of the study. Using Slovins formula (n=N/1 + Ne) with 0.05
as the Margin of Error, the sample size of the study consisted of forty-two (42) second language
teachers randomly selected from the three groups. Simple Random Sampling through the
drawing-of- lots technique was employed because the population was small; so, it was the best
and easiest way for the researchers to use in this study. Moreover, it provided every member of
the population with an equal chance of being selected as part of the sample.
Table 1 below shows the distribution of respondents by college/department. The 42 second
language teachers were teaching English courses (both literature and language) such as: English I,
II, III, IV (for high school); Study and Thinking Skills; Writing in the Discipline; Speech and Oral
Communication; Philippine Literature; World Literature; Second Language Curriculum; Structure
of English; Introduction to Linguistics; Introduction to Stylistics; The Teaching of Speaking; The
Teaching of Listening and Reading; Preparation and Evaluation of Language Instructio na l
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Materials; Campus Journalism; Teaching of Literature; Literary Criticisms; Afro-Asian Literature;
English-American Literature; Speech and Stage Arts; Translation and Editing of Text; English for
Specific Purposes (ESP); Remedial Instruction in Language Teaching; and Job Enabling Englis h
Proficiency (JEEP) Program.
Table 1
Distribution of Respondents by College/Department
Sample Size
College/Department
College of Communications
and Humanities (CCH)
College of Teacher Education
(CTE)
Integrated Laboratory Schools-High
School Department (ILS)
Total
Population
Number
Percent
48
36
85.72%
4.76%
9.52%
54
42
100%
Other characteristics of the respondents included course finished, length of service and
educational attainment. The respondents represented two courses finished, Education and NonEducation. In terms of length of service or number of years of teaching at the university, they were
classified into six groups/brackets: 0 - 5 years; 6 - 10 years; 11 - 15 years; 16 -20 years; 21-25
years; and 26-30 years. Moreover, they were categorized according to their educational attainme nt,
such as: a) college graduates; b) college graduates with masteral units; c) masters degree holders;
d) masters degree holders with doctoral units; and e) doctoral degree holders.
The distribution of respondents per variable is shown on Table 2 below.
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Table 2
Distribution of Respondents by Variables
___________________________________________________________________________
Variables
Respondents
Percentage
___________________________________________________________________________
Coursed Finished
Education
28
66.67%
Non-Education
14
33.33%
Total
42
100%
___________________________________________________________________________
Length of Service
0-5 years
7
16.67%
6-10 years
12
28.57%
11-15 years
6
14.28%
16-20 years
10
23.8%
21-25 years
7
16.67%
26-30 years
0
0%
Total
42
100%
___________________________________________________________________________
Educational Attainment
College Graduates
0
0%
College Graduates with
Masteral Units
17
40.48%
Masters Degree Holder
8
19.05%
Masters Degree Holder
with Doctoral Units
7
16.67%
Doctoral Degree Holder
10
23.8%
Total
42
100%
___________________________________________________________________________
Instrument of the Study

The instrument used in this study was a questionnaire-checklist adapted from Chengs
(2007) study about motivational strategies in Taiwan and this was originally adapted by the said
Taiwanese researcher from Dornyei and Csizers (1998) Hungarian Study on teachers use of
motivational strategies.
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The questionnaire-checklist on motivational strategies consisted of two parts: the first part
of the instrument was on the respondents profile which included their course finished, length of
service and educational attainment. In this part, the respondents were asked to tick one box that
corresponds to their answer. The second part contained 30 micro-motivational strategies expressed
in statement form, numbered 1 to 30. Each statement had corresponding options from 4 (always),
3 (sometimes), 2 (rarely), to 1 (never at all). These micro-motivational strategies represented the
10 categories (macro motivational strategies) namely: Proper Teacher Behavior; Recognizing
Students Effort; Promoting Learners Confidence; Creating a Pleasant Classroom Climate;
Presenting Tasks Properly; Increasing Students Goal-Orientedness; Making the Learning Task
Stimulating; Familiarizing Learners with L2-Related Values; Promoting Group Cohesiveness and
Group Norms; and Promoting Learner Autonomy. Micro-motivational strategies numbers 1, 11,
21 fall under Proper Teacher Behavior; 2, 12, 22 under Recognizing Students Effort; 3, 13, 23
under Promoting Learners Confidence; 4, 14, 24 under Creating a Pleasant Classroom Climate;
5, 15, 25 under Presenting Tasks Properly; 6, 16, 26 under Increasing Students Goal-Orientedne ss;
7, 17, 27 under Making the Learning Task Stimulating; 8, 18, 28 under Familiarizing Learners
with L2- Related Values; 9, 19, 29 under Promoting Group Cohesiveness and Group Norms; and
10, 20, 30 fall under Promoting Learner Autonomy.
The instrument underwent validation process to suit to the context of the study. It was
validated by three experts on the area of test and measurements. Based on validators suggestio ns,
items were congested, making only 3 micro-motivational strategies under each macromotivational strategy. There were also necessary corrections made on the content of the items.
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Data Gathering Procedure
Before the actual gathering data, the researchers did the following preliminary activities :
First, they asked for clearance from the ethics committee, the Ethical Review Committee of the
College of Teacher Education. Second, they requested for approval to conduct the study from the
concerned deans. Third, they secured for the list of teachers from the three concerned
colleges/department. After all of these, the researchers proceeded to the actual gathering activity.
They distributed the copies of the questionnaire-checklist to each of the respondents in their
respective faculty rooms. Five (5) days after respondents receipt of said questionnaire-checklists,
the researchers started to retrieve the answered ones; the retrieval activity lasted for12 days. Lastly,
they collated, classified and tabulated the gathered data ready for analysis and interpretation.
Data Analysis
The analysis was primarily focused on determining teachers frequency of use of
motivational strategies as well as on pinpointing whether or not there was a significant differe nce
in the respondents use of motivational strategies when the data were grouped according to their
course finished, length of service and educational attainment.
In determining the frequency of use of motivational strategies, computations for the
average weighted mean (AWM) were done. Below is the basis for determining the frequency of
use of motivational strategies.
Legend:
4.0-3.5 = (Always)
2.4-1.5= (Rarely)
3.4-2.5= (Sometimes)
1.4-1.0= (Never at all)
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To find out the most frequently used motivational strategies as employed by the
respondents, each of the 10 macro-strategies was rank-ordered according to average weighted
mean. To obtain the quantitative measure for the significant differences in terms of the
respondents frequency of use of motivational strategies when the data were grouped according to
their course finished, t-test for independent samples was used, and to establish significa nt
differences in the respondents use of the same strategies according to length of service and
educational attainment, One-Way Analysis of Variance (ANOVA) was utilized.
Results
Teachers Frequency of Use of Motivational Strategies in Second Language Classes
Table 3 revealed the teachers frequency of use of micro-motivational strategies in second
language classes. The data showed that only 3 out of 30 micro-motivational strategies were
employed sometimes by the respondents namely: Breaking the Routine by Varying the
Presentation Format, Presenting Various Auditory and Visual Teaching Aids and Introducing
Authentic Cultural Materials as determined by their weighted mean of 3.48, 3.43, 3.26
respectively. All the rest of the 27 strategies were used always; these were the following: Showing
Students I Care about them, Establishing Rapport with Students, Showing my Enthusiasm for
Teaching, Recognizing Students Effort and Achievement, Monitoring Students Progress and
Celebrating their Victory, Making Sure Grades Reflect Students Effort and Hard Work, Providing
Students with Positive Feedback, Teaching Students Learning Techniques, Encouraging Students
to Try Harder, Creating a Supportive Classroom Climate that Promotes Risk Taking, Bringing in
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and Encouraging Humour, Avoiding Social Comparison, Giving Clear Instructions by Modelling,
Giving Good Reasons to Students as to Why a Particular Task is Meaningful, Providing Guidance
about How to Do the Task, Helping Students Develop Realistic Beliefs about English Learning,
Finding out Students Needs and Building them into Curriculum, Encouraging Students to set
Learning Goals, Increasing the English I Use in the Class, Encouraging Students to Use Englis h
outside the Classroom, Explaining the Importance of Class Rules, Encouraging Students to Share
Personal Experiences and Thoughts, Allowing Students to Get to Know each other, Adopting the
Role of the Facilitator, Encouraging Peer Teaching and Group Presentation and Allowing Students
to Assess themselves. It implied that the respondents were aware of the significance of each of the
micro-motivational strategies on student motivation that they employed these always to motivate
learners for better learning outcomes.
Table 3
Respondents Frequency of Use of Micro-Motivational Strategies in Second Language Classes
Micro-Motivational Strategies
1. show students I care about them
2. establish rapport with students
3. show my enthusiasm for teaching
4. recognize students effort and
achievement
5. monitor students progress and
celebrate their victory
6. make sure grades reflect students
effort and hard work
7. provide students with positive
feedback
8. teach students learning techniques
9. encourage students to try harder
10. create a supportive classroom
climate that promotes risk taking
11. bring in and encourage humour
12. avoid social comparison
13. give clear instructions by
Weighted Mean
3.95
3.95
3.88
Interpretation
Always
Always
Always
3.98
Always
3.88
Always
3.98
Always
3.86
3.6
3.95
Always
Always
Always
3.76
3.76
3.55
Always
Always
Always
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Table 3 (continued)
Respondents Frequency of Use of Micro-Motivational Strategies in Second Language Classes
Micro-Motivational Strategies
modelling
14. give good reasons to students as to
why a particular task is meaningful
15. provide guidance about how to do the
task
16. help students develop realistic
beliefs about English learning
17. find out students needs and build
them into curriculum
18. encourage students to set learning
goals
19. break the routine by varying the
presentation format
20. introduce various interesting topics
21. present various auditory and visual
teaching aids
22. increase the of English I use in the
class
23. encourage students to use English
outside the classroom
24. introduce authentic cultural materials
25. explain the importance of class rules
26. encourage students to share personal
experiences and thoughts
27. allow students to get to know
each other
28. adopt the role of the facilitator
29. encourage peer teaching and
group presentation
30. allow students to assess themselves
Legend:
4.0-3.5 = Always
3.4-2.5= Sometimes
2.4-1.5= Rarely
1.4-1.0= Never at all
Weighted Mean
Interpretation
3.81
Always
3.83
Always
3.9
Always
3.88
Always
3.52
Always
3.83
Always
3.48
Sometimes
3.71
Always
3.43
Sometimes
3.86
Always
3.81
3.26
3.86
Always
Sometimes
Always
3.76
Always
3.74
3.83
Always
Always
3.81
3.69
Always
Always
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As to the respondents frequency of use of macro-motivational strategies in second

language classes, the data in Table 4 revealed that all of the 10 strategies, such as: proper teacher
behaviour, recognizing students effort, promoting learners confidence, creating a pleasant
classroom climate, presenting task properly, increasing students goal-orientedness, making the
learning task stimulating, familiarizing learners with L2-related values, promoting group
cohesiveness and group norms, and promoting learner autonomy were employed always.
Table 4
Respondents Frequency of Use of Macro-Motivational Strategies in Second Language Classes
Macro-Motivational Strategies
Weighted Mean
Interpretation
1.)Proper Teacher Behaviour

3.93
Always
2.)Recognizing Students Effort
3.94
Always
3.)Promoting Learners Confidence
3.80
Always
4.)Creating a Pleasant Classroom
Climate
3.69
Always
5.)Presenting Task Properly
3.85
Always
6.)Increasing Students GoalOrientedness
3.74
Always
7.)Making the learning Task
Stimulating
3.54
Always
8.)Familiarizing Learners with
L2-Related Values
3.64
Always
9.)Promoting Group Cohesiveness
and Group Norms
3.79
Always
10.)Promoting Learner Autonomy
3.78
Always
___________________________________________________________________________
General Average Weighted Mean
3.77
Always
Legend:
4.0-3.5 = Always
3.4-2.5= Sometimes
2.4-1.5= Rarely
1.4-1.0= Never at all
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It could be gleaned from the table that, overall, the 10 macro-motivational strategies obtained a
general average weighted mean of 3.77, which was interpreted always. It meant that second
language teachers of Western Mindanao State University were responsible much for their role as
L2 classroom motivators
Rank Order of each of the 10 Macro-Motivational Strategies as Employed

by the Second Language Teachers
On the problem of determining the rank order of each of the 10 macro-motivatio na l
strategies as employed by the respondents, Table 5 indicated that Recognizing Students Effort
was the 1st ranked motivational strategy with average weighted mean of 3.94 followed by Proper
Teacher Behaviour having average weighted mean of 3.93, then, Presenting Task Properly with
3.85. On the other hand, the last three motivational strategies were Creating a Pleasant Classroom
Climate (3.69), Familiarizing learners with L2-Related Values (3.64) and Making Learning
Stimulating (3.54).
Table 5
Rank Order of each of the 10 Macro-Motivational Strategies used by Western Mindanao State
University Teachers in Second Language Classes
___________________________________________________________________________
Motivational Strategies
Recognizing Students Effort
Proper Teacher Behaviour
Presenting Task Properly
Promoting Learners Confidence
Average Weighted Mean

3.94
3.93
3.85
3.80
Rank Order
1st
2nd
3rd
4th
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Table 5 (continued)
Rank Order of each of the 10 Macro-Motivational Strategies used by Western Mindanao State
University Teachers in Second Language Classes
___________________________________________________________________________
Motivational Strategies
Promoting Group Cohesiveness
and Group Norms
promoting Learner Autonomy
Increasing Students GoalOrientedness
Creating a Pleasant Classroom
Climate
Familiarizing learners with L2Related Values
Making the Learning Task
Properly
Average Weighted Mean
Rank Order
3.79
5th
3.78
6th
3.74
7th
3.69
8th
3.64
9th
3.54
10th
It meant that second language teachers of Western Mindanao State University valued most
the efforts being exerted by the students in the class, their role as model of proper behaviour and
their function of presenting task properly. It further meant that only a little importance was
considered by the respondents in terms of making a pleasant classroom environment, familiarizing
learners with the culture of the target language and making the learning task stimulating.
Differences in the Respondents Frequency of Use of Motivational Strategies in Second
Language Classes according to Course Finished, Length of Service
and Educational Attainment
25
Reflected in the following tables are the findings relative to Western Mindanao State
University Teachers on their frequency of use of motivational strategies in second language classes
in terms of grouping them with their course finished, length of service and their educational
attainment.
Difference in the Respondents Frequency of Use of Motivational Strategies in Second
Language Classes when Data were Grouped according to Course Finished
On the difference in the respondents frequency of use of motivational strategies in second
language classes by course finished, t-test results reflected in Table 6 indicated that the course
finished did not influence the respondents frequency of use of motivational strategies in second
language classes. This was determined by the higher value of T 1.48 and the lower value of the P
0.19 which was interpreted not significant at p<0.05.
Table 6
Difference in the Respondents Frequency of Use of Motivational Strategies in Second Language
Classes when Data were Grouped according to Course Finished
Course Finished
Interpretation
Education
28
3.80
0.15
Non-Education
14
3.72
0.24
1.48
SD
0.19
Not significant
26
Therefore, there was no significant difference in the respondents frequency of use of
motivational strategies in second language classes when they were grouped according to course
finished. This implied that both education and non-education respondents employed motivatio na l
strategies frequently similar. This further implied that regardless of what course a teacher had
finished, the frequency of use of motivational strategy did not vary.
Language Classes when Data were Grouped according to Length of Service
Table 7 presented the ANOVA results on the difference in the respondents frequency of
use of motivational strategies in second language classes by length of service.
Table 7
Classes when Data were Grouped according to Length of Service
Variable
Length of
Service
Legend:
Sources of
Statistical
Info
Between
Groups
Within
Groups
Total
Sum of
Squares
df
Mean
Square
0.38
0.09
1.05
45
0.02
1.43
49
f-ob
4.01
f-crit
Interpretation
2.61
Significant
f-obf-crit = Significant
f-obf-crit= Not significant
The results disclosed that the f-observed value of 4.01 is much higher than the f-critica l
value of 2.61 at p<0.05. Therefore, the null hypothesis was rejected. In other words, there was a
27
significant difference in the respondents frequency of use of motivational strategies in second
language classes when they were grouped according to length of service. It meant that the length
of service affected the respondents frequency of use of motivational strategies in second language
classes. This further implied that those who had been in the teaching profession for quite a long
time used the motivational strategies always while those having a short period of teaching
experience employed motivational strategies sometimes.
Language Classes when Data were Grouped according to Educational Attainment
When data were grouped by educational attainment, ANOVA results in Table 8 showed
the f-observed value of 4.27 being higher than the f-critical value of 2.92 was significant at p<0.05.
Table 8
Classes when Data were Grouped according to Educational Attainment
Variable
Educational
Attainment
Legend:
Sources of
Statistical
Info
Between
Groups
Within
Groups
Total
Sum of
Squares
df
Mean f-ob
Square
0.28
0.09
0.78
36
0.02
1.06
39
f-obf-crit = Significant
f-obf-crit= Not significant
4.27
f-crit
Interpretation
2.92
Significant
28
The finding has rejected the null hypothesis of this study stating that there was a significa nt
difference in the respondents frequency of use of motivational strategies in second language
classes when they were grouped according to educational attainment. It implied that, generally,
the respondents who were doctoral degree holders used the motivational strategies always with the
highest average weighted mean while those who were MA degree holders only any without
doctoral units had the lowest average weighted mean although they claimed to use these strategies
always.
Discussion
The study concluded that all the 10 macros and most of the micro motivational strategies
were always used by the second language teachers of Western Mindanao State University in their
second language classes. Only 3 out of 30 micro motivational strategies were used sometimes. This
has supported Dornyei and Csizers (1998) and Chengs (2007) studies which revealed that all of
these motivational strategies were utilized by the Hungarian and the Taiwanese EFL teachers,
respectively.
After determining the frequency of use, the 10 macro motivational strategies were rankordered according to their average weighted mean. The result revealed that the first three most
frequently used strategies were: Recognizing Students Effort (3.94), Showing Proper Teacher
Behavior (3.93), and Presenting Task Properly (3.85); whereas, the last three frequently used
strategies were: Creating a Pleasant Classroom Climate (3.69), Familiarizing learners with L2Related Values (3.64) and Making Learning Task Stimulating (3.54). This finding has found some
29
discrepancies between that of Dornyei and Csizers (1998). The most striking difference concerned
was Promoting Learner Autonomy which was recognized as most frequently used and potentially
effective motivational strategy in Hungarian study yet was considered as possessing little
motivational relevance by Western Mindanao State University teachers as this motivatio na l
strategy was ranked only sixth. This signified that autonomy is not as highly valued by the
respondents as in western contexts. However, this has favored Chengs (2007) finding which stated
that Taiwanese teachers did not put much value on the independence of the learner.
Interestingly, the finding has pointed out some similarities indicating that Proper Teacher
Behaviour, Promoting Learners Confidence and Presenting Tasks Properly were universa lly
endorsed. This was apparently shown in their rank orders as second, third and fourth respectively.
Another interesting finding was that Western Mindanao State University second language teachers
endorsed more the strategy, Recognizing Students Effort in the teaching- learning process than
did the Hungarian L2 teachers in Dornyei and Csizers (1998) study. This was very evident in its
rank order as first with the average weighted mean of 3.94. This has substantiated Chengs (2007)
finding wherein he discovered that in Taiwanese EFL contexts, efforts of students were greatly
valued and praised. These findings have validated Dornyei and Csizers (1998) claim, we cannot
say with certainty that the Ten Commandments are valid in every cultural, ethnolinguistic and
institutional setting. There is clearly much room for further research in this study (Dornyei and
Csizers 1998:224) and have affirmed Chengs (2007) conclusion that some motivational strategies
are transferable across culture and ethnolinguistic contexts while others are culture-sensitive or
even culture-dependent.
30
Moreover, the study concluded that there was a significant difference in the respondents
frequency of use of motivational strategies in second language classes when the data were grouped
according to length of service (p<0.05). This implied that the years of teaching experience matters
most in the frequency of use of motivational strategies. Teachers with longer years of teaching
experience would tend to use motivational strategies more frequently than those with only few
years of teaching experience. This has supported
Huongs (2011) study on motivational strategies which concluded that junior teachers tend
to display their energetic sides, thus pay more attention to activities that encourage competitio n
while more experienced teachers (senior ones) seem to be more into meaningful and challenging
activities that promote students individual interests such as personalization, element of interest,
creativity and fantasy. On contrary, this has negated Pelayos (2005) findings on Status of Books
for the Barrios Instructional Program Implemented in Public Schools of Region IX stating that
there was no significant difference on the extent on the teachers use of teaching strategies when
grouped based on number of years in the service which meant that English teachers in the public
elementary schools had the same favorable attitudes towards teaching strategies regardless of the
number of years in service.
Finally, this study showed significant difference in the respondents frequency of use of
motivational strategies in second language classes when the data were grouped according to
educational attainment (p<0.05). This finding has negated Pelayos (2005) study on instructio na l
program found out that there was no significant difference on the extent of the teachers use of
teaching strategies when data were grouped according to educational qualifications. This meant
31
that English teachers in the public elementary schools had the same favorable attitudes towards
teaching strategies regardless of educational background and levels.
On the basis of the aforementioned findings, the study confirmed that Dornyeis (2001)
Motivational Strategies Framework which served as the basis of this study has been supported and
accepted; the overall result asserted that all of the 10 motivational strategies found in the
framework were employed by the Western Mindanao State University teachers in their second
language classes and perceived to be important since they employed them all always.
In the light of the findings and conclusions of the study, it was recommended that the
utilization of motivational strategies in second language classes of Western Mindanao State
University context be maintained or used always while those strategies that were used sometimes
only be more maximized and realized, especially the University in its academic endeavors has
been aiming for the Center of Excellence. Hence, the language departments may be encouraged to
include the use of these motivational strategies in their orientation for teachers who are new or
young in the teaching service; thus, helping the university produce globally competitive and
competent graduates and professionals known and recognized in the international market.
For future researchers, the study recommended the conduct of similar research with the
inclusion of teachers coming from other schools in the city or region for a wider scope of study
and students as respondents to validate teachers use of these motivational strategies.
32
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Running head: MOTIVATIONAL STRATEGIES IN SECOND LANGUAGE CLASSES