Eman Alshehri, University of Salford
Saudi EFL teachers and students’ perceptions of motivational strategies
This paper considers Saudi EFL teacher and student understandings of teacher-led L2
motivational strategies (those used by EFL teachers to promote their students’ motivation for L2
learning). Previous studies of motivational strategies focus on either EFL teachers or students,
and the relationship between teachers’ use of motivational strategies and students’ L2
achievement (for example, Cheng and Dörnyei, 2007; Bernaus and Gardner, 2008; Deniz, 2010).
Little research has, however, investigated both teacher and student perceptions of these
strategies. The purpose of this study is to examine the potential mismatches in viewpoint
between students and teachers regarding motivational strategies in the context of Saudi Arabia
and to explore the contextual factors which may influence these views.
This paper intends to discuss the analysis and findings of one data set, which is a part of a larger
doctoral study. Semi-structured interviews were conducted with 6 EFL teachers, and 5 EFL students
in three higher education institutions in Saudi Arabia. The resulting data was thematically analysed
using Dörnyei's (2001) motivational strategies framework. The analysis shows that although certain
similarities exist between teacher and student perceptions, there are also many significant
differences between the views of the two groups. Of particular interest were the findings that
teachers appear more aware of the importance of creating classroom motivational conditions for
the group, while students emphasise the importance of increasing individual self confidence.
Furthermore, the findings show contextually driven ideas about the significance and limitations of
motivational strategies.
Keywords: motivation, motivational strategies, EFL Saudi context