A Study of the use of Motivational Macro – Strategies in the teaching of the English Language in the Tunisian context

Asma Ounis, Tesnim Ounis


Most cross – disciplinary theories have shown their interest in investigating the idea that motivation is essential to achieve good quality education and ensure effective language learning. Spada and Lightbrown (2006) argue that “… little research has directly investigated how pedagogy interacts with motivation in second language classrooms…” (p. 65). Seen from this perspective, scholars have emphasized the need for the incorporation of motivational strategies in the EFL classroom (William & Burden, 1997; Dörnyei, 2001; Brophy, 2004).

To this end, 250 Tunisian EFL teachers enrolled at various teaching institutions participated in the current study by filling in a questionnaire survey. The latter contains ten motivational macro strategies that are known as the ‘ten commandments for motivating language learners’ (adapted from Dörnyei and Csizér, 1998, p, 222). Participants’ responses reveal interesting insights about the teachers’ frequent use of the motivational strategies which are meant to increase learners’ willingness to learn English as a foreign language. The results reveal that the participants tend to frequently use some macro - strategies at the expense of some others. Besides, the research findings indicate that the university teachers and the school teachers exhibit different perceptions and attitudes towards the implementation of motivational strategies. By the end, the present study seeks to unveil the real reasons that lay behind this discrepancy in order of frequency of use allocated to a set of motivational strategies. 


Motivation – Motivational strategies – EFL Teachers.

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