Motivational strategies for English lessons at elementary schools in the Finnish context

Abstract

The beneficial effect of motivational strategies in L2 learning are well proved but the relative empirical research is comparatively scarce. The significance of the study lies in the exploration of L2 motivation and motivational strategies in Finnish elementary schools. The mixed-methods is employed to fulfil different perspectives of investigation. This study examined the utilization and perception of motivational strategies from in- service English teachers’ point of view by means of qualitative interviews and observation. These two instruments are designed based on ARCS model (Keller, 1984). In addition, pupils’ overall attitudes and motivation toward learning English was investigated through the AMTB questionnaire (Gardner,1985b). The results show that students have fairly high motivation and attitudes in learning English, while students’ motivation does not directly correspond with neither utilization nor perception of motivational strategies. The findings are further discussed from the viewpoint of facilitating English teaching practice.