Bùi Thị Khánh Huyền

M.A. Dai Nam University, Vietnam

DOI : https://doi.org/10.47191/ijsshr/v6-i5-51

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ABSTRACT

The quantitative research was conducted among seventy two (72) English teachers from six universities and academies in Hanoi to find out the most frequently used motivational teaching strategies that these teachers employ during their teaching practices. Forty five (45) teachers came from private-funded universities, namely Thang Long University, Dai Nam University and Nguyen Trai University. Twenty seven (27) teachers were from state-funded universities; Hanoi National Economic University, Banking Academy and Financial Academy. The questionnaire for was adapted from Dörnyei (2001: 137-144) which consists of 20 items to measure the frequency uses of motivational strategies. The findings showed that the most frequently used strategies were “I use a short and interesting opening activity to start each class” (M=4.1). “I give clear instructions by showing examples” (M= 4.04). “I encourage students to use English language outside the classroom” (M=3.86). “I establish good relationship with students” (M=3.86). Meanwhile, the least used strategies included “I give students choices in deciding how and when they will be graded” (M=1.93). “I let students suggest class rules” (M=2.26). The study also examines the discrepancies in the uses of motivational strategies among teachers of English state-funded and private funded universities. The group statistics showed that teachers in private funded universities employ strategies more often than those from state funded universities M= 3.64; M=3.05 respectively.

KEYWORDS:

motivational teaching strategies, state-funded universities, private funded universities.

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VOlUME 06 ISSUE 05 MAY 2023