An abundance of research suggests that motivation is important for foreign learning. However, few studies have focused on the effective use of motivational strategies by teachers. Keller's (2010) ARCS model addresses the gap between L2 motivation theories and classroom practice with a focus on four categories: attention, relevance, confidence, and satisfaction. The current research seeks to investigate Tunisian university teachers' use of motivational strategies (MS) (Dörnyei, 2001) and the extent to which their students find them effective. It also seeks to explore the relation between students' self-perception and their teacher's use of MS. In addition, it will highlight any correlation between students' English proficiency level and their perception of MS. The following instruments will be employed for data collection to answer the research questions: (a) the Instructional Materials Motivational Survey (IMMS) questionnaire to students and teachers (Keller, 2010), (b) the L2 Motivational Self System (L2MSS) questionnaire (Dörnyei, 2010), and (c) the Motivational Orientation of Language Teaching (MOLT) classroom observation scheme by (Guilloteaux and Dörnyei, 2008). The present study is expected to make methodological and pedagogical contributions. From a methodological perspective, the L2MSS theory (Dörnyei, 2009) will be combined with the ARCS model and applied in the Tunisian educational context for the first time. The triangulation of research methods will have reliable results and pave the way for more research studies. As to the pedagogical implications, this research will have implications for both students and teachers. In fact, Tunisian university students are not used to voice their opinions about their teachers. The two questionnaires will give students the opportunity to evaluate their teachers' motivational practice and will allow teachers to reflect on their use of MS. The findings will be shared with participating teachers so that they can employ MS more effectively in their English classes and enhance their students' motivation.
References:
Dörnyei, Z. 2001. Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. 2009. The psychology of second language acquisition. Oxford: Oxford University Press.
Dörnyei, Z. 2010. Questionnaires in Second Language Research: Construction, Administration, and Processing. 2nd Edition, Routledge, London.
Guilloteaux, M.J. and Dörnyei, Z. 2008. "Motivating Language Learners: A Classroom-Oriented Investigation of the Effects of Motivational Strategies on Student Motivation". TESOL Quarterly, 42, 55-77.
Keller, J. M. 2010. Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.
