Teachers’ Use of Macrostrategies Across Teaching Experience: Impacts on Learners’ Motivation

Behnam, Nasrin; Seifoori, Zohreh; Behnam, Biook

doi:10.22049/jalda.2025.30333.1764

Articles in Press

Document Type : Research Article

Authors

¹ PhD Candidate in ELT, Tabriz Branch, Islamic Azad University, Tabriz, Iran

² Department of English, Faculty of Literature and Foreign Languages, Science and Research Branch, Islamic Azad University, Tehran, Iran

³ Associate Professor of Applied Linguistics, Department of English, Faculty of Literature and Foreign Languages, Tabriz Branch, Islamic Azad University, Tabriz, Iran

10.22049/jalda.2025.30333.1764

Abstract

Although macrostrategies provide a broad framework for effective language teaching, research on how teachers’ experience in using these strategies affects students’ motivation is scarce. This study aimed to investigate the relationships between teachers’ use of macrostrategies and EFL learners’ motivation. Meanwhile, it investigated the effect of teachers’ experience on the use of these strategies on EFL learners’ motivation. To this end, 42 Iranian EFL teachers (21 experienced and 21 novice) and 42 EFL learners were chosen from language institutes in Tabriz and Shahin Dej. The data were collected through the Academic Motivation Scale (AMS) and Macrostrategy Observation Form. The results of the Spearman correlation showed a significant and positive relationship between the use of macrostrategies by teachers and their students' motivation. Meanwhile, Mann-Whitney U test revealed a significant difference in motivational levels between students taught by experienced teachers and those taught by novice ones. These findings have important implications for EFL teachers, EFL students, teacher educators, and syllabus designers, suggesting that teacher experience may play a key role in motivating learners.

Keywords

Main Subjects

1. Applied Linguistics (Language Teaching and Learning)

Article Title [Persian]

استفاده معلمان زبان انگلیسی از کلان راهبردها بر اساس تجربه تدریس و تأثیر آن بر انگیزش فراگیران

Authors [Persian]

نسرین بهنام ¹
دکتر زهره سیفوری ²
دکتر بیوک بهنام ³

¹ دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد تبریز، تبریز، ایران

² دانشیار آموزش زبان انگلیسی، گروه زبان انگلیسی، دانشکده ادبیات و زبانهای خارجی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات، تهران، ایران

³ دانشیار زبانشناسی کاربردی، گروه زبان انگلیسی، دانشکده ادبیات و زبان‌های خارجی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

Abstract [Persian]

کلان راهبردها چارچوب وسیعی برای تدریس مؤثر زبان فراهم می‌کنند؛ لیکن تحقیقات درباره تأثیر تجربه معلمان در استفاده از این راهبردها بر انگیزش زبان‌آموزان بسیار اندک است. این پژوهش به بررسی رابطه بین استفاده معلمان زبان انگلیسی از کلان راهبردها و انگیزش فراگیران میپردازد. بدین منظور 42 معلم زبان انگلیسی (۲۱ معلم با تجربه و ۲۱ معلم مبتدی) و 42 زبانآموز از موسسات آموزش زبان در شهرهای تبریز و شاهیندژ انتخاب شدند. سپس عملکرد دو گروه معلمان (با تجربه و مبتدی) از حیث بکارگیری کلان راهبردها از یک سو و میزان انگیزش زبانآموزان از سوی دیگر مورد بررسی قرار گرفت. دادههای مربوط به کلان راهبردها از طریق فرم مشاهده و دادههای مربوط به انگیزش از طریق مقیاس انگیزش تحصیلی گردآوری شدند. نتایج همبستگی اسپیرمن نشان داد که رابطهی معناداری بین استفاده معلمان از کلان راهبردها و انگیزش زبانآموزان وجود دارد. علاوه بر این، نتیجه آزمون مان ویتنی یو نشان داد از لحاظ انگیزشی بین دانش‌آموزانی که تحت تدریس معلمان با تجربه بوده‌اند و آن‌هایی که توسط معلمان مبتدی تدریس شده‌اند، تفاوت بارزی وجود دارد. این یافتهها می توانند نقش مهمی در تدریس زبان خارجی، برنامهریزی درسی و افزایش میزان انگیزش زبانآموزان ایفا کنند.

Keywords [Persian]

کلان راهبردها
انگیزش
تجربه تدریس
با تجربه
مبتدی

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Teachers’ Use of Macrostrategies Across Teaching Experience: Impacts on Learners’ Motivation

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References

Articles in Press, Accepted Manuscript Available Online from 19 April 2025

Articles in Press, Accepted Manuscript
Available Online from 19 April 2025