The Development of a Dynamic Motivational English Teaching Model to Enhance EFL Learners’ Motivation in China
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Abstract
This study brings together the field of second language learning motivation and second language teaching to develop a dynamic motivational teaching model to enhance students’ interest in foreign language learning in China. The purposes of this research are to develop this model and to examine its effects on students’ learning motivation in China. This empirical study divided 84 first-year students into an experimental group and a control group. The experimental group learned with the dynamic motivational teaching model while the control group learned with a traditional teaching method. After one semester, the learning motivation of the two groups were compared. The instruments of this study were students’ motivational questionnaires administered repeatedly at the beginning and at the end of the semester as well as their self-reports. The quantitative data were analyzed through mean, SD, and independent t-test while content analysis was employed to find relevant themes from students’ self-report. The results showed that students in the experimental group were more notably motivated than the students in the control group. This indicated that the dynamic motivational teaching model significantly helped to enhance students’ motivation to learn English in a Chinese College context.
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