Mekuria, Zewdie Bedada*
Wollega University, Ethiopia (firstname.lastname@example.org)
This study investigated secondary school English language teachers and students’ perceived importance of motivational strategies, in East Wollega, Ethiopia. It utilized Dornyei’s (2001) system of motivational strategies framework which was established based on the process model of L2 motivation. To achieve the purpose of the study, a survey design specifically a cross-sectional survey design was employed. 65 teachers and 177 students participated using convenience sampling and stratified purposeful sampling, respectively. To collect data, two sets of motivational strategy questionnaires, one of which for teachers and the other for students, were utilized. The findings revealed that there was a shared as well as a mismatch of perception between teacher and student participants on the importance of motivational strategies. Thus, it can be concluded that there is a gap between teacher and student participants pertaining to what promotes students’ motivation to learn English. The key implication of this finding is, therefore, secondary schools English language teachers in the research setting need to develop a balanced view on the importance of motivational strategies when implementing in the classroom. Based on the conclusions made, it was suggested to replicate more studies of this kind at various EFL settings to gain a broader perspective on the perceived importance of motivational strategies in different EFL learning contexts.
Keywords: motivation; L2 motivation; motivational strategies; students’ motivation