Lucrare metodico -științifică pentru [626094]

UNIVERSITATEA PETROL – GAZE DIN PLOIE ȘTI
DEPARTAMENTUL PENTRU PREGĂTIREA PERSONALULUI
DIDACTIC

Lucrare metodico -științifică pentru
obținerea gradului didactic I

Coordonator:
Lect.univ.dr. , SMOLEANU OANA
Candidat: [anonimizat], LOBODAN A. ONISIA, (POPA)
SCOALA GIMNAZIALA NR.3 DOICESTI

PLOIEȘTI
2016

2

UNIVERSITATEA PETROL – GAZE DIN PLOIE ȘTI
DEPARTAMENTUL PENTRU PREGĂTIREA PERSONALULUI
DIDACTIC

MOTIVATING STUDENTS IN THE EFL
CLA SSROOM: IDEAS AND
STRATEGIES

PLOIESTI

2016

3

CONTENTS

Argument ……………………………………………………………………………………….5
Introduction …………………………………………………………………………………….6

PART 1: THEORETICAL ASPECTS

Chapter 1 : An Interdisciplinary Overview of Approaches to the Concept of Motivation …..8
1.1. Definition and nature of motivation ……………………………………………….8
1.2. A diachronic approach to motivation …………………………………………….13
1.3. A behavioural approach to motivation …………………………………………….18
1.4. A pe dagogical approach to motivation……………………………………………21

Chapter 2: Coordinates of Establishing an Optimal Classroom Climate for Students’
Motivation ……… ………………………………… ……………………………………………25
2.1. Creation of a positive learning environment ………………………………………25
2.2. Achievement of teacher motivational behaviour …………………………………31
2.3. Development of academic risk taking …………………………………………….38

Chapter 3: Methodological Aspects of Students’ Motivation: A Teacher’s
Perspective …… …………………………………………… …………………………………… 42
3.1. Establishing initial motivation……………………………………………………..42
3.1.1. Strengthening the learners’ language -related values and attitudes …………….43
3.1.2. Enhanc ing the learners’ expectancy of success ………………………………..46
3.1.3. Initiating realistic learner beliefs ………………………………………………47
3.2. Sustaining and preserving motivation ……………………………………………48
3.2.1. Achieving challenging and enjoyable learning……………………………… .48
3.2.2. Fostering confid ence in learners ………………………………………………51
3.2.3. Restoring discouraged students ’ enthusiasm and confidence to learn …………54
3.3. Motivational strategies to teaching English through g ames ………………………57
3.3.1. The role and typology of games in the acquisition of English ……………57
3.3.1.1. Linguistic games vs. communicative games ……………………………61
3.3.1.2. Competitive vs. cooperative games …………………………………….66
3.4. Rounding off the learning experience: recognition and evaluation for optimal
engagement and motivation ………………………………………………………………………69

PART 2: PRACTICAL ASPECTS

Chapter 4 : Pedagogical Research on Motivation in EFL Classes : ………………………….75
4.1. The premise and aims of the research……………………………………………….75
4.2. Methods and techniques of investigation …………………………………………..76
4.2.1. Experiment …………………………………………………………………77
4.2.1.1. Initial phase ………………………………………………………………77

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4.2.1.2. Experimental phase …… …………………………………………………83
4.2.1.3. Post -experimental phase: analysis and interpretation of results …………95
4.3. Administration and interpretation of questionnaires on the two types of
approaches : traditional vs. motivational…………………………………………98

Final c onclusions ……………………………………………………………………………………….. ……………….102
Bibliography …………………………………………………………………………………………. ……………………105

5
Argument

“Motivation is the art of getting people to do what you
want them to do, because they want to do it.”
(Eisenhower Dwight)

The concept of motivation has been given an enormous attention in the field of teaching
since the end of the 20th and the beginning of the 21st century: “Motivation is, without question,
the most complex and challenging issue that teachers are facing today. “Scheidecker and
Freeman (1999:116)
English has become an important international language and to perfectly acquire it,
motivation is an essential tool. Motivating students in the EFL classroom has always been a
complex and difficult task, b ut most English teachers will attest to the important role motivation
plays in the teaching/learning process. It is a known fact that motivation can lead to better results
and a higher performance. It is one of the key factors determining achievement and a ttainment in
EFL students and teachers should use as many strategies as they can to engage and motivate the
former intrinsically. Since such a method tends to get generalized, I think that doing a research
on such a topic is worth being taken into consider ation from both a theoretical and practical point
of view. Apart from the afore mentioned reason, I am a practitioner of this method myself, and
which, as far as I am concerned, has been very efficient.
Sparking students’ motivation is an important part of any teacher’s pedagogical role.
Effective teachers must make sure that students know why they need to learn the English
language. There are several things that they should take into consideration, such as behaviour,
decisions, class materials, class atmos phere etc. In our context, motivation needs to be created
and once achieved it needs to be continued. If not, learners become passive and show no interest
in EFL.
Motivation is among the affective factors that can greatly influence students’ attitudes, as
Chomsky clearly identifies it: “The truth of the matter is that about 99% of teaching is making
the students feel interested in the material.” Chomsky (1988:181)
All in all, learning a foreign language is like a journey. This journey can be pleasant,
interesting, memorable or on the contrary, tiring and difficult. It is up to us, the teachers, to find
the best ways and strategies to attract, encourage and help students acquire an unforgettable and
lasting experience.

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Introduction

This paper aims at presenting and demonstrating the importance of motivating students in
learning English as a Foreign Language (EFL). Efficient learning cannot take place if students do
not want to learn. Our research is meant to show that we, as teachers, should support E FL
students in manifesting an intrinsic motivation for the importance and usefulness of learning
English and that they do it for pleasure and realize it does not bring only short -term benefits, but
also long -term advantages. Thus, in our challenge to teach the 21st century pupils, we should
constantly find new methods to involve and motivate them.
The paper is divided in two parts: a theoretical part and a practical one. The first
theoretical chapter aims at defining and explaining the term motivation , by presenting its
functions, types, roles in general and into the EFL classes as well as providing a historical,
behavioural and pedagogical approach to motivation.
The second theoretical chapter focuses on presenting and describing some factors that
could be useful in creating an appropriate learning environment for students’ motivation, which
should be relaxing, informal, visually appealing, supportive, stimulating the students’ interest in
learning English. The teacher’s behavior, who should empathize with the pupils and be able to
whet the students’ appetite for EFL, is also an important coordinate. Last but not least, another
key factor is encouraging students to take risks, accept challenges, which leads to personal
growth, develops new skills and increas es self -esteem.
The third theoretical chapter focuses on the importance of arousing students’ curiosity by
encouraging the promotion of positive EFL -related values and attitudes, developing an open –
minded, cosmopolitan interest in English. In addition, th e instrumental value of EFL brings some
benefits such as the possibility of studying abroad, better jobs, mastery of the language of
internet, talking to native speakers. Another objective has been to offer a list of strategies which
can increase the stude nts’ expectancy of success by helping and encouraging them, by being fair,
by adapting the content to the learners’ needs and creating realistic beliefs.
This chapter also aims at presenting some suggestions of how to maintain and protect
motivation throu ghout the learning process by making classes stimulating and enjoyable,
avoiding monotony, involving all the students in the lessons, combining different channels of
presentation (visual, auditory, tactile) etc. Another aim has been to focus on the importa nce of

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supporting students’ confidence or rebuilding it in case they lost it. A subchapter has dealt with a
presentation of different types of games (linguistic vs. communicative games and competitive vs.
cooperative games) that can be used in the EFL clas ses. Games can make students better
understand and remember the new information, contributing to the development of their
imagination, aptitudes and creativity. The purpose of these games and other motivational
activities is to enliven the classes. The gam e is a very useful pedagogical tool, irrespective of the
age of the students. Unlike the traditional methods, the modern, motivational ones involve
interactivity, the direct participation of all students in the teaching -learning process.
The practical part is devoted to the presentation of a pedagogical experiment which
aimed at demonstrating that the use of the alternative, innovative, motivating techniques that
stimulate the students’ imagination and creativity can meet the students’ different learning styles
and needs and can identify and ameliorate the weak points on time, fact which has led to a
considerable improvement in the students’ educational performance. In addition, the inductive
teaching of grammar through game activities can lower students’ anxiety, is a highly entertaining
way of teaching grammar and involves equal participation from both slow and fast learners.
Moreover, they can be used in any language teaching situation and with all skill areas. Under no
circumstances do t hey prevent students from acquiring the grammar structures presented.
Fortunately, all the students realized that they are fun and full of pedagogical value. This thing
also follows both from the tests’ results and the answers to the interviews and questio nnaires
administered to the pupils.
In conclusion, the experimental research, which approached the issue of improving the
students’ performance in English by using modern teaching methods based on motivating
techniques has reached its goal.

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CHAPTER 1: AN INTERDISCIPLINARY OVERVIEW OF
APPROCHES TO THE CONCEPT OF MOTIVATION

Objectives:
The aim of the first subchapter is to define and explain the term motivation , to present its
functions, types, roles in general and within the EFL classes. The second subchapter aims to
provide a diachronic overview of motivation and a classification of major theories (content
theories and process theories) that were researched in motivation. The next concern has been to
present Skinner’s behavioural approach to motivation. Applied to EFL classes, it is important as
it focuses on behaviour that can be observed and manipulated. The key to this approach is that
learning achievement is monitored and that frequent feedback is crucial in motivating and
guiding ELT learners. Last but not least, another objective has been to approach motivation from
a pedagogical point of view, by presenting a list of strategies which can increase motivation in
EFL classes.
1.1. Definition and nature of motivation
Motivation has bee n defined in various ways by different researchers, but they seem to
agree that motivation is responsible for determining human behaviour by energizing it and giving
it direction. The term ‘motivation’ has its origin in the Latin word “movere” which means “to
move”. It moves the person to action, to pursue a certain goal and drives him enthusiastically in
the course of the action already initiated.
The role of motivation is to develop and intensify the desire in every pupil in the EFL
classroom to work effe ctively and efficiently in his position. Motivation is often described as
having three functions:
(a) energizing or activating behavior
(b) directing behavior
(c) regulating persistence of behavior.
Motivation has also been defined as the level of effort an individual is willing to expand
toward the achievement of a certain goal. Biehler and Snowman (1993:45) state that motivation
is typically defined as “the forces that account for the arousal, selection, direction, and
continuation of behavior”. This def inition implies that motivation comes from within a person;

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therefore, schools’ responsibility is to create the conditions that will enhance students’
motivation to pursue learning goals actively over a long period of time.
In other words, motivation is t he way in which urges, desires, aspirations or needs direct,
control or explain the behaviour of human beings. Motivation has a very close relationship with
behaviour. It explains how and why the human behaviour is caused.
My important objective , through my lessons and extra activities, is trying to develop self –
regulated learners because it is said that ‘’students who have self -regulation use both motivation
and learning strategies ’’ Zimmerman (1994:19). ‘’Self-regulated learners also have what is
known as volition, or the ability to maintain concentration in the face of obstacles ’’ Corno
(1993:12). These learners want to learn, do things to make learning happen. Learners with these
characteristics are more likely to continue to learn on their own. A simi lar view of optimum
motivation is a will to learn Covington (1998:26). Students with a will to learn are characterized
as believing in themselves and their ability to think for themselves. They also develop a sense of
personal effectiveness and the belief that they can cause their own achievements. Optimum
motivation involves personal qualities and a classroom environment that should support and
cultivate it.
It is vital for us, the English language teacher s, to recognize the significance of
motivation and make good use of it in teaching practice. I think that motivation is one of the
most important factors in foreign language learning, which is why teachers have always tried to
find new approaches or strategies that introduce practical uses of EFL in the cl assroom.
“Motivation provides the primary impetus to initiate learning a foreign language and later the
driving force to sustain the long and often tedious learning process. Without sufficient
motivation, even individuals with the most remarkable abilities cannot accomplish long -term
goals, and neither are appropriate curricula and good teaching enough to ensure students
achievement. On the other hand, high motivation can make up for considerable deficiencies both
in one’s language aptitude and learning con ditions.” Dǒrnyei (1998: 117).
“The motivation that brings students to the task of learning EFL can be i nfluenced by
different factors” Harmer (2007:98):
The goal : the reason why students learn. Frequently this is provided by a
forthcoming exam. However, students may have other less -defined goals, too, such as a general

10
desire to be able to converse in English, to be able to use English to get a better job etc.
Fortunately, it seems to me that more and more pupils are motivated by these goals.
The people around them : students’ attitudes to language learning is influenced by
the people close to them: parents, siblings etc. The attitude of students’ peers is also cruci al: if
they are critical, a student may well lose the enthusiasm they once had for learning English. On
the contrary, if peers are enthusiastic about learning English, however, there is a much greater
chance that the same student may feel more motivated to learn the subject. That is why I have
always tried to encourage cooperation, not competition in the EFL classes.
Curiosity: when kids start learning English for the first time, most are interested to
see what it is like. This initial motivation is preciou s.
Affect: it refers to the students’ feelings and here the teachers have a dramatic effect.
I myself have noticed that if I sympathize with them, listen to their views with respect and
intervene for correction in an appropriate and constructive way, the students will stay motivated
and are much more likely to retain an interest in what is going on and as a result their self -esteem
is likely to be nurtured.
Achievement: Success leads to motivation and at the same time nothing demotivates
like continual f ailure. However, success without effort does not seem to be that motivating. In
my experience I have found that if tasks are too easy, students are likely to lose their respect and
interest in the task of learning. They get bored if there is no challenge. The same is true if
success is difficult to attain. So, the teacher’s task is to set an appropriate level of challenge for
the students.
Attitude: when students have confidence in the teacher, they are likely to remain
engaged with what is going on. If stu dents lose that confidence, it becomes difficult for them to
sustain the motivation they might have started with.
Activities: the students are far more likely to remain motivated if they do the things
they enjoy doing. They have different styles and prefer ences: some may want to sing songs or
write poems, others might be much more motivated by concentrated language study or poring
over reading texts.
The society we live in : there are attitudes towards language learning and the English
language in particula r: the importance of learning English in the society; the cultural images
associated with English which are positive; school students, when offered the choice of many

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languages to learn, they would start with English etc. All these views have a profound ef fect on
the degree of motivation on the students.
The method : it is vital that both the teacher and the students have some confidence
in the way teaching and learning take place. When either loses this confidence, motivation can be
disastrously affected, but when both are comfortable with the method being used success is much
more likely.
My task as a teacher is to provide interest and involvement in the subject, even when
students are not initially interested in it. “It is by their choice of topic, activ ity and linguistic
content that they may be able to turn a class around. It is by their attitude to class participation,
their humour and their seriousness that they may influence their students. Teachers are not,
however, ultimately responsible for their students’ motivation. They can only encourage by word
and by deed. Real motivation comes from within each individual “Harmer (2001:20).

Types of motivation: INTRINSIC AND EXTRINSIC

Intrinsic motivation comes from within oneself. One feels intrinsic motivation when
he/she wants to do something for his/her own personal gain, like pursuing desires or discovering
more about certain things that he/she finds interesting. It is typically defined as students
engaging in actions for their own sake and without coercion, such as satisfaction, interest,
learning, and challenge. Intrinsic motivation deals with behaviour performed for its own sake, in
order to experience pleasure and stimulating satisfaction such as t he joy of doing a particular
activity or satisfying one’s curiosity.
Intrinsic motivation is also defined as the doing of an activity for its inherent satisfactions
rather than for some separable consequence. When intrinsically motivated, a person is move d to
act for the fun or challenge entailed rather than because of external pressures , or rewards. “The
phenomenon of intrinsic motivation was first acknowledged within experimental studies of
animal behavior, where it was discovered that many organisms eng age in exploratory, playful,
and curiosity -driven behaviors even in the abse nce of reinforcement or reward” White and Hohn
(1997:50).
Turning to the role of intrinsic motivation in the EFL classroom in particular, “the
following activities appeal to lear ners’ s elf-determination and autonomy’’ Brown (2007: 82):

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Teaching writing as a thinking process in which learners develop their own ideas freely and
openly. (e.g . free ink – students are asked to write for three minutes on the topic suggested or the
method of the thinking hats).
Showing learners strategies of reading that enable them to bring their own information to the
written word. That is why teachers should h ave special classes in which students should be
taught how to read.
Language experience approaches in which students create their own reading material for others
in the class to read (e.g. learning diaries, stories, poems, class magazines).
Oral fluency ex ercises in which learners talk about what interests them and not about a teacher –
assigned topic. (I usually ask students to fill in a questionnaire by ticking the topics they are
interested in)
Communicative language teaching, in which language is taught to enable learners to accomplish
certain specific functions. I expose my students to as many authentic materials as possible, which
are aimed to prepare students for the requirements of working and living in an international
environment.
Extrinsic motivation occurs when you are required to do something as a result of external
factors. It occurs when students engage in activities for external reasons (outside of themselves)
such as praise, grades, special privileges, and certificates or material rewards. It is a construct
that pertains whenever an activity is done in order to attain some separable outcome. Extrinsic
motivation thus contrasts with intrinsic motivation, which refers to doing an activity simply for
the enjoyment of the acti vity itself, rather than its instrumental value.
“Teachers may highly desire students who are intrinsically motivated for academic work,
but many tasks required in school are not intrins ically motivating to students “Ryan & Deci
(2000:58). To counteract th is, many teachers rely heavily on extrinsic incentives including
praise, tokens, smiley faces and other special recognitions. It is the promise of the reward that
comes with the completion of a certain action that is the key element in staying motivated.
Whatever the goal or purpose, it cannot be achieved without the proper motivation. Extrinsic
motivation has traditionally been seen as something that can undermine intrinsic motivation;
several studies have confirmed that students will lose their natural in trinsic interest in an activity
if they have to do it to meet some extrinsic requirement. However, Dornyei has shown that
“under certain circumstances —if they are sufficiently self -determined and internalized —

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extrinsic rewards can be combined with or can e ven lead to intrinsic motivation” Dornyei
(1998:121).
“The two phrases, Motivating to Learn and Learning to Motivate , are crucial for
effective learning. A car will not run without fuel, children will not learn without motivation –
the ‘fuel’ of learning. At the same time not all children are intuitively and intrinsically
motivated to learn. Some children need to be motivated and a teacher has to develop the
means and methods to enable and facilitate this motivation.” (http://www.youblisher.com/p/ 6326-
Motivating -learners/) Learning will be more efficient if children are intrinsically motivated and this
will also lead to independence in learning . In summary, to control motivation, an EFL
teacher needs to set goals; develop positive beliefs about hi s/her ability to perform academic
tasks; and maintain these beliefs while faced with the many disturbances, distractions,
occasional failure experiences. They will have difficulty if they do not have confidence in their
ability to succeed and if they do no t use different learning and study strategies that lead to
success.

1.2. A diachronic overview of motivation
Early explanations of motivation focused on instincts. Psychologists writing in the late
19th and early 20th centuries suggested that human beings were basically programmed to behave
in certain ways, depending upon the behavioral cues to which they were ex posed. Sigmund
Freud, for example, argued that the most powerful determinants of individual behaviour were
those of which the individual was not consciously aware.
According to Motivation and Leadership at Work Steers, Porter, and Bigley (1996:7 3), in
the early twentieth century researchers began to examine other possible explanations for
differences in individual motivation. Some researchers focused on internal drives as an
explanation for motivated behavior. Others studied the effect of learnin g and how individuals
base current behavior on the consequences of past behavior. Still others examined the influence
of individuals’ cognitive processes, such as the beliefs they have about future events. Over time,
these major theoretical streams of rese arch in motivation were classified into two major schools:
the content theories of motivation and the process theories of motivation.

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Major Content Theories
Content (or need) theories of motivation focus on factors internal to the individual that
energize and direct behavior. In general, such theories regard motivation as the product of
internal drives that compel an individual to act or move (hence, ‘motivate ’) toward the
satisfaction of individual needs. The content theories of motivation are based in large part on
early theories of motivation that traced the paths of action backward to their perceived origin in
internal drives. Major content theories of moti vation are Maslow’s hierarchy of needs, Alderfer’s
theory and McClelland’s learned needs or three -need theory.
Maslow’s hierarchy of needs
Maslow is of the opinion that “individual needs exist in a hierarchy (see Figure 1 below)
consisting of physiological needs, security needs, belongingness needs, esteem needs, and self –
actualization needs . Unsatisfied needs motivate behavior; thus, lower -level needs such as the
physiological and security needs must be met before upper -level needs such as belongingness,
esteem, and self -actualization can be motivational” Maslow (1954: 38) .

Figure 1 : Maslow’s Hierarchy of needs, Maslow (1954: 40)

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Alderfer’s ERG theory
Alderfer suggested that needs could be classified into three categories: existence,
relatedness, and growth (see Figure 2 below). Existence needs are similar to Maslow’s
physiological and safety need categories. Relatedness needs involve interpersonal relationships
and are comparable to aspects of Maslow’s belongingness and est eem needs. “Growth needs are
those related to the attainment of one’s potential and are associated with Maslow’s este em and
self-actualization needs” Alderfer (1969:170) .

Figure 2 : ERG Theory, Alderfer (1969: 170)

McClelland’s Learned Needs Theory
McC lelland considers that individuals learn needs from their culture (see Figure 3
below). Three of the primary needs in this theory are “the need for affiliation (a desire to
establish social relationships with others) , the need for power (a desire to control one's
environment and influence others), and the need for achievement (desire to take responsibility,
set challenging goals, and obtain performance). The main point is that when one of these needs is
strong in a person, it has the pote ntial to motivate behavior that leads to its satisfaction
“McClelland (1978: 137) .

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Figure 3 : Motivation –Need Theories, McClelland (1978: 137)
Major Process Theories
Process (or cognitive) theories of motivation focus on conscious human decision
process es as an explanation of motivation. The process theories are concerned with determining
how individual behavior is energized, directed, and maintained in the specifically willed and
self-directed human cognitive processes. Process theories of motivation ar e based on early
cognitive theories, which claim that behavior is the result of conscious decision -making
processes. The major process theories of motivation are expectancy theory, equity theory, goal –
setting the ory, and reinforcement theory.
Expectancy Theory
Victor Vroom (1964: 54) claims that in deciding how much effort to put into a work
behavior, individuals are likely to consider:
– their expectancy (degree to which they believe that putting forth effort will lead to a given level
of performance) , their instrumentality (the degree to which they believe that a given level of
performance will result in certain outcomes or rewards) and their valence (the extent to which
the expected outcomes are attractive or unattractive). “For an individual to be hig hly motivated,
all three of the components must be high “Bandura (1986: 34) .

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Figure 4: Expectancy Theory – Victor Vroom (1964 : 63)

Equity theory
Adams asserts that individuals engage in social competition by comparing their efforts
and rewards with those of relevant others. “The perception of individuals about the fairness of
their rewards relative to others influences their level of motivation. Eq uity exists when
individuals perceive that the ratio of efforts to rewards is the same for them as it is for others to
whom they compare themselves. Inequity exists when individuals perceive that the ratio of
efforts to rewards is different, usually negati vely for them than it is for others to whom they
compare themselves” Adams (1965:335) .

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Figure 5: Adams’ Equity Theory diagram –job motivation, Adams (1965: 336)
Goal -setting theory
Edwin Locke and Gary Latham suggest that goals are the most important factors
affecting the motivation. They emphasize “the importance of specific and challenging goals in
achieving motivated behavior ’’Edwin Locke and Gary Latham (1996: 118) .

Figure 6: Goal -setting theory, Locke & Latham (1996: 118)

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Reinforcement theory
Behaviorist B.F. Skinner believes that “motivated behavior occurs as a result of
reinforcers, which are outcomes resulting from the behavior that makes it more likely the
behavior will occur again. It is not nece ssary to study needs or cognitive processes to understand
motivation, but that it is only necessary to examine the consequences of behavior. Behavior that
is reinforced is likely to continue, but behavior that is not rewarded or behavior that is punish ed
is not likely to be repeated” Skinner (1956: 221) .

Figure 7: Reinforcement theory, Skinner (1956: 221)
1.3. A behavioral approach to motivation
The behavioral interpretation of motivation rests on B. F. Skinner’s behavioral learning
theories and focuses on the reinforcement of desired behaviour through the use of extrinsic
reward. Skinner demonstrated how positive reinforcement increases the probability of a behavior
when it follows as a consequence of the behavior . Negative reinforcement also increases the
probability of a response, but it does so as a function of being removed as a consequence of
behavior. Positive and negative reinforcement are used in virtually all classrooms; teachers
praise and admonish students, they give high and low grades, they smile and frown. These and
many other indicat ors of approval or disapproval are examples of reinforcement. When
reinforcement is used judiciously and systematically, it can have profound effects on behavior. If
one looks into a classroom, one will see that behaviour is not simply driven by external r ewards
like chocolate bars or gold stars or high marks. Rather behaviour is driven by cognitions and
emotions .

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Stipek (1988: 135) notes that “the most powerful reinforcers for students are stimuli such
as praise, and that given that the effectiveness of t hese stimuli clearly depends on a student’s
interpretations of the teacher’s behaviour, it is obvious that cognition is central to understanding
how reinforcement works as a motivator.” Thus a simplistic stimulus -response reading of
behaviouristic principles will not offer an adequate understanding of the use of reinforcement in
the classroom.
Biehler and Snowman (1993: 46) state that behavioral interpretations of learning help to
explain why some pupils react favourably t o particular subjects and dislike others. According to
the behaviourist way of learning, when children are rewarded with praise or a gold star for doing
their job correctly, they will look forward to the next lesson, anticipating other rewards. At some
time in the past, they must have been rewarded for similar achievements and this experience acts
as a motivator for future learning of a similar type.
Nevertheless, psychologists have noted that excessive use of extrinsic forms of
motivation such as praise a nd rewards may lead to resentment, limitation, may cause dependency
on teachers, the undermining of intrinsic motivation, and viewing learning as a means to an end.
They suggest that to limit the negative effects of extrinsic rewards, teachers should use e xtrinsic
forms of reward only when correct or desired responses occur.
Behaviorism suggests that motivation results from effective reinforcers. Critics of
behavioral approaches to motivation argue that reinforcers deviate from intrinsic motivation and
cause learners to focus on the reinforcers instead of learning. “Reinforcers can be effective,
however, if they’re based on quality of the work and comm unicate increasing competence” Brody
(1992:213) .
One of the main strengths of the behaviourist approach is that it focuses only on
behaviour that can be observed and manipulated. “This approach concentrates on the ‘here and
now’ rather than analyzing a person’s past. This is an advantage because many people do not
know the past causes for their abn ormal behaviour. And for many people getting rid of
undesirable behaviour may be more important than understanding the causes of such behaviour.
On the other hand, if an approach cannot treat the underlying causes of the behaviour, it is likely
that the be haviour will return after a period of time. The behaviourist approach has been
criticized for suggesting that most human behaviour is mechanical, and is simply the product of
stimulus -response behaviours. “(http ://wiki.answers.com)

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In particular, this appr oach ignores human beings’ complex thought processes (cognition)
and emotions. Bandura has revealed that “cognitive factors cannot be ignored if learning is to be
understood” Bandura (1986:67). He has stated that it is knowing, having the information, tha t
certain behaviours will be accepted or rejected that influences behaviour just as much as the
rewards or punishments themselves. Accordingly, behaviorism is a perspective on learning that
gives priority to changes in in dividuals’ observable behaviors changes in what people’s speech
or conduct.
And there definitely are many times when reflecting on and thinking about teaching can
improve teaching itself. But neither is focusing on behavior necessarily less desirable than
focusing on students’ ‘inner’ cha nges, such as gains in their knowledge or their personal
attitudes. When teaching, all forms of learning in students, whether inner or outward should be
taken into account.
Sometimes it is useful to think of motivation not as something ‘inside’ a student d riving
the student’s behavior, but as equivalent to the student’s outward behaviors. This is the
perspective of behaviorism, which focuses almost completely on what can be directly seen or
heard about a person’s behavior, and has relatively few comments ab out what may lie behind (or
“underneath” or “inside”) the behavior.
“The main assumption of behaviourism is that we are born a blank slate and all behaviour
is learnt from the environment. It focuses only on external factors that can be objectively
obser ved. However, another weakness of behaviourism is that many of behaviourist theories
have come from being tested on animals; for example Skinner’s experiments on operant
conditioning using pigeons.” (http://psuee5.wordpress.com/2011/09/30 /advantages and
disadvantages of behaviourism). This makes the findings less valid because humans are so much
more complex than animals; animals only rely on basic natural instincts: food, reproduction,
survival. So the r esearch may not actually be applicable to humans.
There is a key element with the behaviourist tradition: the belief that learning
achievement must be monitored and that frequent feedback is crucial in motivating and guiding
the learner. Under the behavio rism approach, teachers lead classes. They control what
information they teach in the classroom and use approaches such as drilling, lecturing and
demonstrating. These methods introduce structure and predictability into the classroom. Teacher –

22
centric learn ing also involves immediate reinforcement of desired behaviors or reinforcement of
concepts through repetition.
Behaviorist learning principles also benefit children with learning disabilities, by
approaching not only learning issues, but behavioral issues as well. The behaviorist approach to
learning also involves breaking down large skill sets into smaller, more manageable skills. This
allows students to master concepts before moving to the next skill set. For example, teachers
break down phonics into individual letter sounds before moving to more advanced concepts.
On the other hand, there are situ ations when positive reinforcement backfires. Children
might become dependent on rewards for desired behaviors. Teachers can counteract this by
reducing rewards when the child begins to display the desired behavior. Behaviorism also does
not work well for all subjects. Concepts such as writing, which requires students to analyze and
interpret information, might not benefit from the behaviorist approach.
Consequently, this approach is efficient because it enables a learner to know the
objectives of a lesson, which is he knows exactly what is expected by the teacher. The pedagogy
of slow movements facilitates comprehension. EFL teachers go from least complex notions to
more complex notions. However, this theory also has some disadvantages as it essentially
focuses on teaching rather than on learning and on observable results rather than on learning
process. Here the learner is passive; he is a receiver of external reality. There is no creativity
from the learner. The learner does not take part in the discovery of the content to be taught, the
teacher is the principal actor and the learner just at a permanent receiving end. Thus, the
psychological learning conditions are not taken into account.
1.4. A pedagogical approach to motivation
According to the pedagogica l approach to motivation, a task should be sufficiently
challenging, interesting, but not too demanding to cause frustration. Individuals experience
interest when their needs and desires are integrated with the activity.
Dornyei (2001: 23) identified some key strategies to increase motivation:
1. Encourage diversity in learning styles
I firmly believe it is important to encourage diversity in children’s learning preferences.
This can be done by giving them choice and the opportunity to use their own learning style in
classroom. The auditory students like to recite, to repeat the new language ( Chinese whispers,
karaoke, memory games are some suggestions ), the visual prefer to read and learn through

23
written instructions, watching demonstrations ( board g ames, picture games ), while the tactile
ones learn things from experimenting and model building ( craft games, touch games ).
2. Encourage creativity
Unfortunately, the traditional system inhibited creativity, but nowadays the EFL
teachers are more open -minded, flexible. They challenge the students with interesting activities
such as role -plays, debates, open -ended questions, writing poems, all these ta king place in a
relaxed classroom climate, in which they can express their opinions freely.
3. Provide feedback to students a bout their own personal evolution
Evolution is personal – evolution for one may not be evolution for someone else. It is
necessary that the criteria for evolution are not generalised but instead should be
individualised.
I have frequently noticed the joy on some of my slower students’ faces after I gave
them a big mark and some words of appreciation for thei r effort. I have always tried to avoid
some potential stigma and give them extra time or special equipment and it is important that
this is provided without any embarrassment to them.
4. Learners need to believe in their own abilities
Self-confidence is decisive if one is to obtain any degree of success and motivation.
Even those who seem to have achieved a great deal of success still need and rely on positive
feedback to assure that they can believe in their own skills. There are a lot of those who seem to
have achieved a great deal who have a sur prisingly low level of self -confidence and t his happens
because they are not receiving the positive feedback they actually need. A common thought
might be that these children do not need it because they still know they are successful and
remarkable. The main interest here is not to take this for granted and suppose that some
successful learners do not need positive and continuous feedback and encouragement in order
for them to enhance and keep self-confi dence .
5. Ensure a task is age and interest related
I consider it is very important to adapt the content to the pupils. Many times I have done
this because I felt it was necessary. Whenever I felt a lesson from a textbook was too difficult or
uninteresting, I preferred to replace the activity with another one rather than risk having a
monolog.

24
6. Ensure lessons are meaningful
This may seem o bvious but it is a common mistake to assume a child has the basic
level of understanding to get maximum benefit from a lesson. It is impor tant to check on
his/her level of understanding and knowledge of the key concepts involved in the lesson. Only
if the child has those levels of concepts will the lesson be meaningful.
7. Minimize pressure
Some children need some pressure to be motivated – for example, deadlines and
competition. This should however be used carefully: too much pressure can result in total
demotivation as a student may not see a goal as achievable.
8. Group work
From my experience I have found that working in groups is the best way to increase
students’ motivation but at the same time it is important to involve all the children and closely
monitor them. Throughout my experience I noticed that group work is a good way for shy
students to be self -confident.
9. Self-assessment
This is important as it helps children take control of their own learning. Th ey should be
encouraged to assess their own progress and this can be a motivator in itself. Self -assessment
encourages self -reflection and i t also indicates that a student has taken some responsibility for a
task and should eventually be able to gain insig hts into the learning processes involved in it.
10. Develop student responsibility
The key to successful learning is student autonomy. This is important as it pro vides the
learners with some control over their learning. It is this control that fosters re sponsibility and
makes it possible for students to move from extrinsic to intrinsic motivation. In group work, for
example, each student is encouraged to do the ir best to finish their duties.
11. Involve the class in decisions
Children’s motivation will be significantly enhanced if they have an opportunity to be
involved in decisions. They need a sense of ownership over tasks and learning experiences.
There were days when my pupils were exhausted after a two -hour term test paper and even if I
had planned to teach some new grammar structures, I realized it would have been too much for
them. So, I asked them what they would like to d o and they suggested some speaking, for
instance.

25
Involvement has both quantitative and qualitative features. The extent of a student’s
involvement in academic work, for instance, can be measured quantitatively (how many hours
the student spen ds studying) and qualitatively (whether the student reviews and comprehends
reading assignments or simply stares at the textbook and day dreams).
Perhaps the most important application of the student involvement theory to teaching is
that it encourages the instructor to focus less on content and teaching techniques and more on
what students are actually doing how motivated they are and how much time and energy they are
devoting to the learning process. In education, teachers often concentrate o n their own
techniques or processes and thus ignore or overlook what is going on with the student.
Although the theory of involvement generally holds that ‘more is better’, there are
probably limits beyond which increasing involvement ceases to produce desirable results and can
even become counter – productive, as in the case of ‘workaholics’ or ‘bookworms’.
Student involvement refers to the quantity and quality of the physical and psychological
energy that students invest in the school experience. Such involvement takes many forms, such
as absorption in school work, parti cipation in extracurricular activities, and interaction with
school and other institutional staff. According to the theory, the greater the student’s
involvement in school, the greater will be the amount of student learning and personal
development.
In conclusion, I think the main advantage of the student involvement theory over
traditional pedagogical approaches is that it directs attention away from subject matter and
technique towards the motivation and behavior of the student.

26
CHAPTER 2: COORDINATES OF ESTABLISHING AN
OPTIMUM CLASSROOM CLIMATE FOR STUDENTS’
MOTIVATION
Objectives:
The first subchapter aims at presenting and describing some factors that can be useful in creating
an appropriate learning environment for students’ motivation. This should be relaxing, informal,
visually appealing, supportive, stimulating students’ intere st and pleasure in learning English.
The second subchapter offers a presentation of a teacher’s behavior, who should empathize with
the pupils and be able to whet the students’ appetite for EFL. The purpose of the last sub -chapter
is to encourage students to take risks, to accept challenges, which leads to personal growth,
develops new ski lls and increases self -esteem.
2.1 Creating a Positive Learning Environment
English language learning is one of the most face -threatening school subjects bec ause of
the pressure of having to operate using a rather limited language code. Learners are forced to
‘babble like a child’ which might just be the last straw for some whose personal identity is
already unstable or damaged. “In a language class learners n eed to take considerable risk even to
produce relatively simple answers/statements because it is all too easy to make a mistake when
you have to pay attention to pronunciation, intonation, grammar and content at the same time. No
wonder that language anxie ty has been found to be a powerful factor hinde ring EFL learning
achievement” MacIntyre; Young (1999:76). The solution, according to the general consensus
amongst motivation researchers, is straightforward: we, as teachers need to create a pleasant and
supportive classroom atmosphere. This will allow the students to feel comfortable, safe and
engaged – something that all students deserve. In a classroom where values and roles remain
constant and focus is placed on the positive aspects of learning, students will be more open to
actively participating in class. If students are given the opportunity to become responsible for
their own learning, students will be more likely to benefit from the lesson, and thus more likely
to be self -motivated. This should be a p rimary goal for all teachers, since lack of motivation is
often the root of disciplinary issues.

27
Below I have listed some factors that have an important role in effective learning, as
Gavin Reid mentioned in Motivating Learners in the Classroom: Ideas and Strategies (2007: 40 –
42)
1. Classroom design and desk layout :
Classroom design is an important element by trying to accommodate for the diversity of
students. Some learners need space and can feel confined if desks are too close together. There
are many d ifferent types of furniture and classroom layout. Some desk arrangements however are
fixed – for example when they are attached to chairs or they are stuck to the floor. Ideally the
type of the classroom furniture should offer some flexibility so that it c an be moved and
rearranged.
2. The position of a teacher’s desk in relation to their students
Traditionally the teacher’s desk is located at the front of the room and often in a prominent
position. This however does not need to be the case. Ideally in a c lassroom the teacher’s desk
should not be obvious, yet in reality in most classrooms it occupies a central position.
3. The colour and design of a room
This is an important factor and there is a great deal of research on the effect of colour on
individuals’ moods and performance. Pastel colours tend to be soothing and this can be
beneficial if students have a tendency to be hyperactive or distracted. Bright, bold ones such as
orange and red can be stimulating but may over -stimulate in some ca ses. They can have a
profound effect on learners and can influence not only the learning experience but also people’s
moods and attitudes.
4. The amount of light
Lighting in the classroom is important as there is now considerable evidence that learne rs can be
sensitive to different ranges and types. It is generally agreed that fluorescent lighting is not the
most effective for the majority of learners. The natural one is the best for most children but at
the same time too much can be distracting and ideally there should be a combination between
natural and artificial light.
5. Floor covering

28
The type of floor covering can be important as it can either minimize or maximize noise – ideally
they should be soft enough and also comfortable enough for ch ildren if they wish to opt to sit on
the ground while reading or when engaged in learning activities. This can reduce the restrictions
often imposed by desks. In fact some children find it very difficult to sit at a desk. Thus, in these
situations, the flo or can offer an alternative. I have once experimented the Suggestopedia method
and it was indeed a success and all my students took part in it with a lot of interest. I asked my
sixth graders to sit on the floor and played some relaxing music. Then I invit ed them to create an
imaginary biography about their new identity, name, occupation etc.
6. Sound
Sound can be one of the most distracting elements in learning. At the same time it has the
potential to stimulate, invigorate and create.
7. Music
It is worth allowing some children to use headphones and monitor the output of their work when
using background music. It is also important to experiment with different kinds of music, thereby
ensuring that the right type of music is used for different act ivities so that it can enhance
learning. It can create a positive and stimulating yet tranquil atmosphere in a school. Playing it in
the corridors and in all classrooms can be an indication of a warm and learning -focused school
ethos.
8. Student space
Students spend a vast part of their day in school – they need to have a feeling of belonging and
this can be accomplished more easily if they have their own sense of space. Some children need
a safe place to withdraw to and often schools do not have this. I f this is not possible there are a
number of other ways that can contribute to a sense of belonging. For example, displaying
students’ work in the corridor; ensuring they are involved in some of the decision -making
activities of the school; getting them to show visitors round the school and being involved in
some way in parents’ evening and other school social occasions.

29
9. Predictability and routine
Children often obtain security from routine. It is therefore necessary to introduce some routine
and sam eness into the classroom environment. But at the same time children often become more
stimulated by the unexpected and many can get quite excited about changes. While it is a good
idea to have a settled and reasonably predictable classroom environment, it is also advisable to
make some changes from time to time.
10. Class norms
Every classroom has routines which are normal for that classroom. At the same time, routine can
cause some anxiety for new members of the class and for children who have diffic ulty adjusting
to different classrooms, particularly in secondary school. It is a good idea to have the classroom
rules or habits clearly displayed so that children can refer to them periodically. It is also an idea
to develop these rules/habits in conjunc tion with the children.
11. Degree of choice
The environment should be tailored to meet the pupils’ needs. It is important therefore that a
degree of choice is provided so the children can select for themselves the kind of atmosphere
they want.
12. Informal learning environment
Some learners, and particularly those who find conventional learning challenging, often learn
best in an informal milieu. This means that seating arrangements should be in groups or in any
other way than that of conventiona l rows. Often children who prefer an informal learning
atmosphere prefer sitting on the floor. There should be ample space for mobility within the
classroom and opportunities for discussion should be available as informal learners often prefe r
to learn thr ough discussion.
13. A visually appealing classroom to work in
The effects of a classroom environment can make an impact almost as soon as one goes through
the door. This first impression is very important and can often be determined by the visual appeal
of a classroom, not only for the children but also for any paren ts and visitors.

30
14. Provide students with a sense of ownership
There are a number of different ways of doing this. One way is to give groups of students their
own space – either a wall space or study space – and get them to organise it the way they wi sh. It
is their responsibility to monitor and change it from time to time. It is crucial that the children
see the learning environment as their own and that they feel r esponsible for it in some way.
15. A stimulating and supportive environment
A stim ulating environment is also one in which the children feel at home and are
motivated to work in a stress -free and constructive manner. This would allow a child to use the
classroom as a place for finding out information and for exploratory work, implying a degree of
freedom for them to work and move around.
16. An atmosphere free of pressure and stress
Irrespective of the type of classroom environment available it is crucial that it is free from stress.
Children can be very sensitive to stress in learni ng situations – many with specific difficulties can
find a great deal of learning tasks stressful so it is important that the environment is as stress -free
as possible.
17. Promote the development of a broad range of skills and interests – intellectual, physical,
aesthetic, social and emotional
This can be reflected in wall displays and in the resources available within classrooms. The
following categories must be considered: intellectual – the classroom should stimulate enquiry;
physical – there shoul d be opportunities for movement; aesthetic – music is available and the
wall displays should be visually appealing; social – there should be opportunities for group work
and emotional – the environment should be supportive of each child’s learning prefe rence.
18. Learning environments
Some learning environments may be more suited to left hemisphere learners while others may be
more suitable for right hemisphere learners. Left hemisphere learners generally prefer a quiet,
formal and predictable environme nt, whilst right hemisphere learners prefer a more random,
informal and usually visually and auditory stimulating environment.

31
19. Use of humour
A further tool to improve the classroom atmosphere is the use of humour. I consider that the
main point about having humour in the classroom is not so much about continuously telling
jokes but rather having a relaxed attitude while teaching EFL.
20. Stimulate all the senses
Learning is always more effective if it is multisensory. That means the lea rning
environment should accommodate visual, auditory and kinaesthetic learning preferences. This
can be done through wall displays, tapes and headphones being available for use, and giving the
freedom to move around the classroom and explore different lea rning situations.
In addition, the teachers should remember to celebrate success. It can be celebrated through
individual achievements but also through whole -school activities. This can help students develop
a school identity and contribute to the sense o f ownership that is so important for a positive
school climate. Success can be celebrated through any aspect of school life – it does not have to
be a titanic achievement – and it can be something that may be of little significance outside of
school.
Last but not least, the teacher should value the individual. It can be too easy to become
absorbed in developing the good reputation of a school and doing things for the good of that
school. It is worthwhile however to ensure that individual needs are not overlooked. Doing
something special one afternoon of the week can be both stress reducing and team building.
What is important to mention here is that in a safe and supportive classroom the norm of
tolerance prevails and students feel comfortable taking ri sks because mistakes are a natural part
of learning.
The classroom environment has a key role to play in facilitating effective EFL learning. It
is important to acknowledge all its aspects and to attempt to provide a range of environmental
choices in rel ation to lighting, noise and seating arrangements. Although it is appreciated that
often space is limited in a classroom, it is important nevertheless to be aware of how the learning
space can impact on learners. It is also important to convey this to the learner so that at least
he/she may be able to use this self -knowledge to create their optimum learning environment.

32
In conclusion, it is easy to tell when there is a warm and welcoming atmosphere – you can
feel it after only a few minutes’ st ay in the particular class. There is no tension in the air; students
are comfortable; there are no adverse comments made to ridicule each other. Instead, there is
mutual trust and respect, in which nobody feels anxious or insecure. Scheidecker and Freeman
(1999:138) have summarised very expressively the essence of the classroom with a motivational
climate for learning: “When one watches students enter such a classroom, ‘one gets an
overwhelming sense that the students shed emotional baggage at the doorway. This is an
emotional safe zone ”.
2.2. Appropriate teacher behaviour
It is widely known that a teacher in the classroom has a motivational influence on
students. Because this subchapter is primarily about what we as teachers can do to motivate our
learners, four general points should be mentioned in connection wi th the teacher’s:
 enthusiasm;
 commitment and expectations for the students' learning;
 relationship with the students;
 relationship with the students’ parents.
1) Enthusiasm
Everybody remembers a teacher who has made a difference to our lives, who loved their
subject matter and who showed by their dedication and their passion that there is nothing else on
earth they would rather be doing. Students might make fun of this dedication but deep inside,
they admire that passion. Such a com mitment towards the subject matter then becomes
‘infectious’, instilling in students a similar willingness to pursue knowledge: “Young people are
more intelligent than adults generally give them credit for. They can usually discern, for
instance, whether a n adult they know likes or dislikes what he or she is doing. If a teacher does
not believe in his job, does not enjoy the learning he is trying to transmit, the student will sense
this and derive the entirely rational conclusion that the particular subject matter is not wo rth
mastering for its own sake” Csikszentmihalyi (1997:77) .

33
Many scholars share Csikszentmihalyi’s belief that enthusiasm for one’s specialization
area and the ability to make this enthusiasm public rather than hiding it is on e of the most
important ingredients of motivationally successful teaching. Projecting enthusiasm is related to
the more general process of modelling, which is a very effective method of teaching various
things by setting an example, and there is no reason why this example could not involve
motivational factors such as effort, positive attitudes and interest in the subject.
It is also important to stress that projecting enthusiasm does not mean nice talks,
theatrical performance or tears in o ur eyes when we utter the words ‘Shakespeare’ or ‘past
conditional’. Rather, as Good and Brophy (1994:36) argue, it means that we clearly identify our
reasons for being interested in the topic and then share these with the students.
2) Commitment and expe ctations for the students’ progress
The teacher embodies the class spirit. It is a known fact that if a teacher shows
commitment towards the students’ learning and progress, there is a very good chance that they
will do the same thing. It is im portant that everybody in the classroom should be aware that we
care; that we are not there just for the salary; that it is important that our students succeed; that
we are ready to work just as hard as the students towards this success.
There are many ways of expressing that the students’ learning matters to us. They include:
 offering concrete assistance;
 offering to meet students individually to explain things;
 responding immediately when help is requested;
 correcting tests and papers p romptly;
 arranging extracurricular instructional programmes;
 encouraging extra assignments and offering to assist with these;
 showing concern when things aren’t going well.
If students sense that the teacher does not care, this percepti on is the fastest way to
undermine their motivation. The spiritual (and sometimes physical) absence of the teacher sends

34
such a powerful message of ‘It doesn’t matter!’ to the students, that everybody, even the most
dedicated ones, are likely to be affecte d and become demoralised.
Brophy (1998:170) adds a further important ingredient to the commitment issue. He
emphasizes that in our communication with the students we should take it for granted that the
students share our enthusiasm for learnin g. In this way, as Brophy argues, “To the extent that we
treat students as if they already are eager learners, they are more likely to become eager
learners”.
Teacher expectations
The need to expect learners to show interest in order for this to really happen is an
example of the more general issue of teacher expectations. It has been shown by a convincing
amount of research that it is not enough to be merely committed to the students’ progress, we
also need to have sufficiently high expectati ons for what the students can achieve. For example,
in one of the most famous experiments in educational psychology, Rosenthal and Jacobson
(1968:47) administered an intelligence test to primary school children at the start of the academic
year. Teachers w ere told that the purpose of this test was to predict which students would
‘bloom’ intellectually during the academic year. The researchers, however, deceived the teachers
because instead of providing them with the true test scores, they identified 20 per cent of the
sample as potential ‘intellectual bloomers’ randomly, that is, regardless of their actual
intellectual potential. The results of the experiment were quite remarkable: by the end of the year
there were significant differences between the ‘bloome rs’ and the control students whereas at the
beginning of the year they were similar in every respect except in the way they were labelled by
the researchers.
3) Good relationship with the students
It is indeed important for a motivating teacher to have a positive relationship with the
students on a personal and not just on an academic level. In fact, we could simply replace the
phrase care for the students’ learning with care for the st udents as real people . Teachers who
share affectionate, personal interactions with their students, who answer to their worries in an
empathic way and who succeed in establishing relationships of mutual trust and respect with the

35
learners, are more likely t o inspire them in academic matters than those who have no personal
relationship with the students.
“Building trust in a classroom is a slow process and results from many small incidents in
which the teacher has responded honestly and dependably. It is easy to trust ‘trustable’ students,
but it is the ‘untrustable’ students who need systematic trust -building experiences. While some
students may occasionally abuse their trust, they need repeated opportunities to learn and p ractise
this character tr ait.”Raffini (1993:145 ).
Developing a close relationship with the students and achieving their respect is a gradual
process built on some components which include the teacher’s, according to Wlodkowski (1986:
27):

Acceptance
This is not to be confused with approbation; we may approve a person without necessarily
approving of everything he/she does. It is a bit like ‘loving the sinner, not the sin’.

Ability to listen and pay attention to students
According to Wlodkowski, lis tening to a person is the “single most powerful transaction that
occurs between ourselves and another person that tells that individual that we accept him as a
human being. The way we listen tells learners more than anything else how much consideration
we are really giving them” (1986:28). That is, students need to feel that you pay personal
attention to them. Here is a variety of small gestures that can positively affect the lives of every
student in some way, suggested by Wlodkowski (1986: 28): Teacher’s
qualities
Acceptance
of the
students Ability to
listen Availability for
personal contact

36

Greet stud ents and remember their names.
Smile at them.
Notice interesting features of their appearance (e.g. new haircut).
Learn something unique about each student and occasionally mention it to them.
Ask them about their lives outside school.
Show interest in their hobbies.
Include personal topics and examples about students in discussing content matters.
Availability
It is difficult to be available nowadays, when most teachers around the world are overburdened
and pressed for time. Even if we do not have mu ch extra time, Wlodkowski states that we might
be able to do some of the following:
Join students for lunch in the school canteen (if there is one).
Join students in the playground.
Chaperone school events.
Give them your e -mail address and encourage them to write to you.
Set a meeting when you are in your office/staff room in case someone wants/needs to talk
to you.
Pay attention and listen to each of them. Wlodkowski (1986: 28)
4) Good relationship with the parents
There is no doubt that our good relationship with the students also depends on our good
relationship with their parents. For most children their parents’ opinion matters, and therefore
they can be powerful allies in any motivational effort. Brophy points out that “one of the most
distinctive features of teachers who have been successful with hard -to-reach, at -risk students is
that they reach out to these students’ families, get to know them, keep them informed of what is
going on at school, and i nvolve them in decision -making” Brophy (1998:23) .
Thus, we as teachers should develop a collaborative relationship with the students’
parents, by keeping them regularly informed about their children’s progress.

37
The roles a teacher plays and the styles he/she develops will merge to create a classroom
climate that is positive, stimulating, motivating and energizing. Brown (2001:202) offers some
advice to do this:
1) Establish rapport:
Rapport is the relationship a teacher establishes with his/h er students, a relationship built on trust
and respect that leads to students feeling capable, competent and creative. He/she can do this by
showing interest in each student as a person, giving feedback on each person’s progress,
soliciting students’ ideas and feelings, valuing what students think and say, laughing with them
and not at them, working with them as a team, and not against them.
2) Balance praise and criticism
Too much of either is inefficient. Genuine praise, appropriately delivered, enables s tudents to
welcome criticism and to put it to use. In the table below there are presented differences between
effective and ineffective praise:
Table 1: Effective vs. ineffective praise, Brown (2001: 202)
Effective praise Ineffective praise
-shows genuine pleasure and concern
-shows verbal and non -verbal variety
-specifies the accomplishment, so
students know exactly what was performed
well
-is offered in recognition of noteworthy
effort
-fosters intrinsic motivation to continue to
pursue goals -is impersonal, mechanic and robotic
-shows bland uniformity
– is restricted to global comments, so
students are not sure what was performed
well
-is offered equally strongly for easy and
difficul t tasks
-fosters extrinsic motivation to perform only
to receive more praise

38
3) Generate energy
“Classroom energy is a force that is unleashed in a classroom, perceivable only through a sixth
sense. Energy is the electricity of many minds caught up in a circuit of thinking and talking and
writing. It is an aura of creativity sparked by the interactio n of students.” (Brown 2001: 203)
A modern teacher, in order to motivate the students, should have the following roles,
according to Harmer (see Table 2 below):
Table 2: Teacher’s roles and duties, Harmer (2007:63)

Teacher’s role Duties
Controller Takes charge of the class, organizes drills, reads,
transmits knowledge
Organiser Gives information, puts them in pairs or groups, explains
how to do the activity, closes the activities
Assessor Offers feedback, corrections, grades students in various
ways
Prompter Helps students, encourages them, suggests ways out
Participant Takes part in discussion, without dominating it
Tutor Points them directions they haven’t thought of, without
intruding too much
Observer Monitors activities, progress

In conclusion, I do think that an ideal teacher should not only be a scholar, holding a lot
of knowledge of English, but he/she should also make the students really interested in their
subject, who should feel that their minds grow under his/her teaching and who enhances the
students’ creativity.

39
2.3. Encouraging risk -taking
Another motivational strategy is students’ taking responsibility for their own learning and
personal growth. The teacher as motivator creates opportunities that draw out students’ natural
tendencies to learn, grow. Risk -taking prevents potentially negative consequences, such as
boredom, fear of failure or withdrawal. In order to encourage it, a teacher needs to genuinely
respect and appreciate students’ individual differences and unique acc omplishments and also
help students identify appropriate rewards and help them systematically and realistically reward
themselves for their accomplishments. In the chart below (see Figure 8) there are presented some
of the activities that may be performed in order to encourage risk -taking.
Activities to Encourage Risk Taking

Figure 8: Activities to Encourage Risk Taking, Harmer (2007:63)
 Strategies for Encouraging Risk Taking Through Modelling
The classroom is a safe environment in which a teac her shares new knowledge by either
valuing each student’s unique accomplishments or setting a tone that should discourage negative
comments from other students. There are situations when teachers are asked a question about
which they are unsure, and they m ay feel comfortable (a) admitting that they don’t know the
answer and (b) asking the students to give their opinions, thus modelling an effective way to deal
with the situation. If they are comfortable with sharing this lack of knowledge with the class,
everyone will gain by researching the real answers, and the process will model an effective way
of dealing with the classroom when it becomes the students’ turn to share what they have learned Aspects of
promoting
risk-taking developing
students’
abilities to
accept success
developing
students’
abilities to select
appropriate
rewards
encouraging
risk taking
through
modelling

40
about their topic of interest. These modelling strategies for enc ouraging risk taking impact both
students and teachers. Both will be teachers and learners, learning to take risks in the process.
Students can be given a sample of a speaking Cambridge test given by someone who failed and
be asked to correct it. Later, th ey are asked to do it between themselves.
 Strategies for Encouraging Acceptance of Success
Students need to develop skills in sharing their knowledge and presenting their findings to
others in ways that value each student’s unique talents and co ntributions. The teacher, along with
his/her students, needs to develop techniques that allow sharing in a positive and constructive
environment.
 Strategies for Helping Students Choose Appropriate Rewards
Grades still motivate students nowadays, but for those who do not see traditional grading
scales as relevant, new systems of rewards must be developed. Students are the best source of
information about the kinds of rewards that are personally meaningful. When students have had
positive learning experiences, they feel valued and respected, and have some control over their
own learning, the rewards they choose tend to be those that further their learning or that provide
recognition for their accomplishments. For example, students may choose rewards such as
opportunities to perform projects with people they admire in their communities, go on summer
language camps in UK and be chosen for Comenius mobilities or for younger ones a day off
from homework, extra points, and semester end parties, sweets etc . In what follows, there are
suggested other encouraging risk -taking strategies:

1. Demonstrate risk -taking
I myself once tried reciting some tongue -twisters in front of my students. I told them I had
a choice: I could do it slowly and perfectly forever, or I could try to improve my performance
and recite them faster and faster and risk making a mista ke. Eventually, I messed up, but it was
an opportunity to learn and make progress.
2. Be willing to fail

41
Again I offered myself as an example: I was willing to try something at which I was
terrible: I brought an old harmonica to play ‘Happy Birth day’. It was an awful, humiliating
experience. But the students loved it. During the year, when a student was afraid to give a verbal
presentation, sympathize in a group, write a composition or design something on the board, I
reminded them of my performan ce, showing that we all must be willing to try.
3. Build risk -taking into your classroom
I once came in the classroom with a pile of English newspapers and my students were
rather intimidated and reluctant to try reading new things. However, I encouraged them to work
on articles (discover instances of passive voice, reported speech, adjectives created with negative
prefixes, articles, compound nouns etc.) and they eventually liked those activities and they were
even looking forward to repeating the experie nce.
The students know that trying new skills and learning new material can be intimidating,
especially when so many of those efforts are taking place in a classroom that is full of their
peers. Somehow, I try to let them know that I appreciate and support all of their efforts and I
insist that their classmates demonstrate that encouraging attitude as well.
Finally, I also tell them that this effort will lead to improvement and I will be there to
encourage, guide and help them recove r from missteps, but at the same time celebrate the
accomplishments born of their courage and work.
Risk-taking is thus a strategy designed to develop skills and increase self -esteem,
confidence and courage in gifted youth. “Taking chances is essential t o a rich and rewarding life,
and risk taking elevates people to gr eater psychological maturity” Ilardo (1992: 10) . All children
benefit from learning to do this, and risking can be an important skill for gifted children to learn
because if they are unable t o take this challenge, they may severely compromise their potential
for high achievement or strong leadership. It is not uncommon for the gifted to avoid situations
in which they are not guaranteed success. Gifted children can sometimes expect so much of
themselves that they won’t risk making a mistake at all. They develop the misconception that
failing at something important means they are less of a person and they retreat from activities
that might not succeed.

42
Another affective principle is the importan ce of getting learners to take calculated risks in
attempting to use the EFL – both productively and receptively by recognizing their own ego
fragility and developing the firm belief that they can do it, finally being ready to take those
necessary risks, t o try out their newly acquired language, use it for meaningful purposes, ask
questions and assert themselves. “Successful language learners, in their realistic appraisal of
themselves as vulnerable beings yet capable of accomplishing tasks, must be willing to become
‘gamblers’ in the game of language, to attempt to produce and to interpret language that is a bit
beyond their absolute certainty. “Brown (2001: 63)
Challenge definitely contributes to engagement. In fact, it motivates students to t ry to do
hard stuff, and it is this that engages them in the experience. Csikszentmihalyi explains why
challenge is vital in motivation and engagement: “we enter into the state of flow when the level
of challenge matches our current set of skills. However , any mismatch between the two reduces
the level of engagement. For instance, when students’ skills surpass those needed to complete an
assignment, there is a mismatch” Csikszentmihalyi (1997:23).
On the other hand, when students face a task with a high challenge and level of difficulty,
and they do not have the requisite skills, they are anxious, and there is a good chance that they
may fail. A teacher’s goal is to teach just slig htly beyo nd where a student is Vygotsky (1989:15).
This is where engagement is most likely to occur.
In conclusion, I think if a teacher does not believe that her/his students can do tough work
even with support, it is unlikely that she/he will offer the m appropriately challenging work.
Although taking risks can sometimes result in failure, it should not be seen as discouraging and
disappointing. Experiencing failure in a supportive environment, with a teacher who provides
guidance and support, helps chil dren learn how to cope with failure and to move on.

43

CHAPTER 3: METHODOLOGIGAL ASPECTS OF STUDENTS’
MOTIVATION: A TEACHER ’S PERSPECTIVE

Objectives:
The first aim of this chapter as specified in the first part is to emphasize the importance
of arousing students’ interest, curiosity and desire to learn English. Another concern is to
encourage the promotion of positive EFL -related values and attitudes, by pointing out
challenging, fascinating aspects of ELT and developing an open -minded, cosmopolitan attitude
towards the English language as an instrument that can bring benefits such as the possibility of
studying abroad, finding better jobs, acquiring mastery of the inter net language, talking to native
speakers. A third objective is to offer a list of strategies which can increase the students’
expectancy of success, by helping and encouraging them, by being fair, by adapting the content
to the learners’ needs and creating realistic beliefs. The second part of this chapter aims at
presenting some suggestions of how to maintain and protect motivation throughout the learning
process, by making classes stimulating and enjoyable, avoiding monotony, involving all the
students in the lessons, combining different channels of presentation ( visual, auditory, tactile)
etc. Another aim is to focus on the importance of supporting students’ confidence or rebuilding it
in case they lost it. It also deals with the importance of offering r ecognition and appreciation for
their effort, their engagement in the EFL classes through different kinds of rewards. Last but not
least, this chapter aims at presenting the role of games in EFL teaching and learning, as well as
offering a classification i nto linguistic versus communicative and competitive versus cooperative
games. Games make language learning a positive and exciting experience and well-chosen
games are invaluable as they employ meaningful and useful language in real contexts.
3.1. Est ablishing initial motivation

44

Psychologists often view little children as motivationally ‘innocent’ and ‘uncorrupted’
because they seem to possess a natural curiosity about the world and an inherent desire to learn.
Therefore, in an ideal world where the learners’ curiosity and inherent motivation has not as yet
been altered or diminished by a student -unfriendly school system, all learners are eager to learn
English and the learning experience is a constant source of intrinsic pleasure for them. When I ask
the reasons why they learn English, they are racing in bringing their own arguments.
I consider that the materials needed at this initial phase could take the form of
questionnaires or an open forum idea sharing exchange. By doing this, t he students are taking a
lead role in determining their activities. This has a very positive effect on motivation as
traditionally teachers were viewed as the power -holders who forced the learners to cover topic
areas that may have had little or no relevan ce to their interests or real world experiences. This
idea is supported by Good and Brophy who note that “the simplest way to ensure that people
value what they are doing is to maximise their free choice and autonomy” Good and Brophy
(1994: 228). Approachi ng motivation in this way should automatically incorporate two factors
that Schumann considers important:” novelty and pleasantness: novel , because the students
should generate new approaches, topic areas etc. that the teacher would not usually employ, and
pleasant , because the learners should feel comfortable in their own chosen approach” Schumann
(1997:124).
Among the three elements (ESA -Engage, Study and Activate) that are necessary for the
successful learning of EFL in the classroom, Harmer points out that Engage is “the point in a
teaching sequence where the teachers try to arouse the students’ interest and motivation, thus
involving th em emotionally” Harmer (2001:25). Most of us remember interesting lessons, in
which we were amused, moved, stimulated or challenged. Such activities involve not only more
fun, but better learning, too. Among activities which engage there are: songs, poems, debates,
pictures, stories, jokes, rhymes etc. Another way to arouse the students’ curiosity is listening
practise (listening to the radio or watching English news on TV every day will open their eyes
and sparkle their interest in EFL). With an appropriat e lead -in (situational, multimedia, dialogs,
questions), students will be motivated and become more concentrated. It is a known fact that
when students are engaged, they learn better than when they are partly or wholly disengaged.
3.1.1. Enhancing the lea rners’ language -related values and attitudes

45
Everybody from a very young age has a fairly well -established value system consisting of
a collection of atti tudes, beliefs and feelings related to the world around us and who we are in it.
There fore, motivating ELT learners can be achieved by promoting positive language -related
values and atti tudes.
Of these, the first one – modelling – is held to be one of the most powerful ways of
teaching in general. In other words, “We know that heroines and heroes, intelle ctual and financial
wizards, and people in high and low places in histories, stories and society inspire us throughout our
lives with their deeds and ideas”. (Murphey 1998:205 in
http://www.academia. edu/1902745/Motivating with near peer role models)
The teachers should be models in the classroom, demonstrating enthusiasm and
commitment, thereby ‘infecting’ their students. However, Murphey (1998:78) argues
convincingly that teachers may not always be the ideal role models, because they are too different
from their students both in age and social position. Instead, he recommends as models some “lesser
gods, closer to home” such as the students’ “near peer role models”. Therefore, as Murphey has
found, if we can find some potential near peer role models and present them to our students
(either in person or on video), this may make a lasting impression on some of the learners
(1998:79) . One can invite successful older students to visit his/her classes and also organise
projects in which some learners interview other students about how they coped with certain
language -related difficulties.
The intrinsic value of ELT learning
The intrinsi c value of EFL learning is associated with the learners’ interest and anticipated
enjoyment of the language learning activity. The key issue in generating interest is to whet the
students’ appetite, that is, to arouse the students’ curiosity and attention and to create an attractive
image for the EFL. This is very much a ‘selling’ task in which you may:
 point out challenging, exotic or satisfying aspects of EFL learning (my EFL especially like
the “Story behind the word” classes – dealing with idioms and their origins e.g.cat in
pyjamas – an extravagant, affluent person. At the beginning of the 19th century, wealthy
people would wear striped, flared trousers that looked like pyjamas. They did the same with
their pets);
 connect EFL learning with activitie s that students already find inter esting or hold in
esteem (e.g. computer -assisted learning);

46
 highlight the variety of activities that EFL learning may involve;
 provide a demonstration of some particularly enjoyable tasks. As far as I am concerned, I
expose my students to as many activities as possible that strengthen and improve all
linguistic competences.
Because first impressions are important, it is vital to make the first encounter with the
EFL as positive as possible; this impression, once formed, “will strongly influence how learners
will anticipate future experiences with the subject” Wlodkowski (1986:42).
Integrative values related to the L2 and its speakers
The term integrativeness may sound a bit odd when you first come across it. First
introduced by Robert Gardner, it refers to a metaphorical integration, reflecting the “individual’s
willingness and interest in social interaction with members of other groups, as languages are
socially and culturally bound ” Gardner and MacIntyre (1993:159 ). In addition, an appropriate and
perceptive spirit also involves an open -minded, cosmopolitan interest in foreign lan guages and in
‘foreignness’ in general .
Some scholars claim that the main goal of language teaching should not be simply to
teach commun icative competence but rather “intercultural communicative competence” Byram
(1997:13). The best teacher is neither a native nor a non -native speaker, it is that person who can
help learners see the relationship between their culture and other cultures, be interested in and
curious about the “otherness” and at the same time be aware of their own person and culture. The
role of a good teacher is to instill skills, attitudes, while transmitting knowledge about a certain
country or culture.
Below there is a l ist of approaches that can be used to make the EFL ‘real’, to promote
integrative values and to raise cross – cultural awareness:
 Familiarise learners with interesting/relevant aspects of the L2 culture.
 Develop learners’ cross -cultural awareness syst ematically by focusing on cross -cultural
similarities (and not just differences) and by using analogies to make the strange familiar.
 Collect common stereotypes and prejudices about the L2 speakers and discuss how valid these
are.
 Share your own posi tive L2 -related experiences in class.
 Collect quotations and statements by well -known public figures about the significance of
language learning and share these with your students.

47
 Bring various cultural products (e.g. magazines, music, TV record ings, videos) to class.
 Supplement the coursebook with authentic materials
 Encourage learners to discover interesting information about the country/countries where the
L2 is spoken on the internet and to prepare a presentation.
 Arrange meetings w ith L2 speakers and invite some interesting native -speaking guests to class.
 Organise school trips or exchange programmes to the L2 community
 Find L2 speaking pen -friends (or ‘keyboard -friends’) for the students and draw their attention
to internet ‘c hat rooms’ .
Instrumental values – refer to the practical, pragmatic benefits of the mastery of English language.

3.1.2. Increasing the learners’ expectancy of success
The notion of ‘expectancy of success’ has been one of the most researched factors in
motivational psychology for the past four decades, since we do things best if we believe we can
succeed. Expectancy of success and values go hand in hand, which is why motivation theories
that are based on these two key components are called ‘expectancy -value theories’. “The
simplest way to ensure that students expect success is to make sure that they achieve it
consistently” Brophy (1998:60).
There are several methods proposed for achieving heightened success expectations:
 Provide sufficient preparatio n. The perceived likelihood of success does not depend only on
how difficult the task is but also on how well the learners are prepared for the task.
 Offer assistance . If the students know that they can count on their teacher’s constant guidance
and help while they are engaged in a learning activity, this knowledge will naturally increase Instrumental
values Study abroad
Getting a
promotion
Earning extra money Improving one’s
social position Hobbies which
require English
(computing)

48
their expectation of success. “A task that would be too difficult for students le ft to their own
devices might be just right when carried out with your support “Brophy (1998: 58).
 Let students help each other . Cooperative, small group tasks are particularly motivating since
students know that they also have their peers working towar ds the same goals.
 Make the success criteria as clear as possible . Students can only expect to be successful with
confidence if it is quite clear what ‘success’ means in the particular context. The criteria for success
need to be obvious to them from the beginning of learning if they are to know which elements of
their performance and production are essential. “When the criteria are public and clear, students
have a road map to success and can self -evaluate their learning as they proceed” Wlodkowski
(1986: 63). If the success criteria involve evaluation and assessment of the students’ achievement, it
is useful for them to know the exact format of the tests (i.e. length, type of questions/ items), the
specific content areas that will be covered and the evalua tion criteria.
 Consider and remove potential obstacles to learning Wlodkowski (1986:78) highlights the
fact that “when students face a learning sequence many will inevitably start thinking about what
might interfere with the attainment of the goal”. S uch intruding factors might be varied in nature:
a lack of enough time; other obligations; insufficient resources; disturbance by others, etc. It
enhances the learners’ expectancy of success if you address these issues in advance, possibly by
involving the learners themselves.
 Making the teaching materials relevant for the learners
This has been very succinctly summarized by McCombs and Whisler (1997:38):
“Educators think students do not care, while the students tell us they do care about learning but
are not getting what they need”. I think that one of the most demotivating factors for learners is
when they have to learn something that they cannot see the point of because it has no relevance
whatsoever to their lives. After all, as Brophy argues, most schools’ curricular topics and
learning activities are selected primarily on the basis of what society believes students need to learn,
not on the basis of what students would choose if given the opportunity to do so. “Schools are
established for the benefits of students, but from the students’ point of view their time in the
class room is devoted to enforced attempts to meet externally imposed demands” (1998:10). This
makes sense: students will not be motivated to learn unless they regard the material they are taught as
worth learning. “If the teacher is to motivate pupils to learn, then relevance has to be the red thread
permeating activities. If pupils fail to see the relation ship between the acti vity and the world in

49
which they live, then the point of the activity is likely to be lost on them. If pupils do not see the
relevance of a subject, the teacher faces from the outset a major challenge” Chambers (1999: 37 –
38).
3.1.3. Creating realistic lear ner beliefs
Most learners have different opinions about language learning and most of them are likely to be
incorrect. Some may think that you can acquire a language proficiently in a few months while
others might believe that even years of studying hard may not be sufficient. Some may believe
that learning the EFL can be done best in the host environment, and others might be of opinion
that ELT learning in school contexts can be useful if a child starts early enough. Some may think
that you need a special attraction for languages to be able to learn them, and others might believe
that hard work and persistence should be enough. Some focus on fluency while others on
accuracy.
Rigid convictions about what is important about a language and what is not, or wha t is
the best way of learning, can clash with a teaching approach for learners to discover for
themselves the methods and techniques by which they learn best.

3.2. Maintaining and protecting motivation
Once motivation has been initiated, effort should be done to maintain it along the ELT.
Coordinates such as appropriate classroom environment, students’ positive approach to acquiring
the English language, their degree of success expectancy and realistic beliefs are not enough in
order to get maximum in l earning. There might appear some undesirable, but natural factors that
can impede the process: boredom, lack of reevaluating the goals, loss of confidence. Therefore,
teachers should search for and apply new motivation maintenance strategies.

3.2.1. Making learning stimulating and enjoyable
People are usually quite willing to spend a great deal of time thinking and learning while
pursuing activities they enjoy. Just think of all the hours people devote to, say, doing crosswords,
rehearsing for amateur theatre performances or playing on the computer. These examples suggest
that learning does not necessarily have to be a boring and tedious chore. If we could somehow
make the learning process more stimulating and enjoyable, that would greatly contribute to
sustained learner involvement.

50
“There are three areas where our behaviour can directly influence our students’ continuing
participation “Harmer (2007: 54)
Goals and goal setting : motivation is closely linked to a person’s desire to achieve a go al.
There can be short -term goals, such as learning some new language, the successful writing of
an essay, the ability to take part in a debate or the passing of a progress test at the end of the
week and long -term goals, which may include the mastery of E nglish, the possibility of a
better job in the future.
Learning environment : we can do a lot about their physical appearance and the emotional
atmosphere of our lessons. Both can have a powerful effect on the initial and continuing
motivation of the stude nts.
Interesting classes : if students are to continue to be intrinsically motivated, they clearly need
to be interested both in the subject they are studying and in the activities and topics they are
presented with. Teachers need to provide them with a var iety of subjects and exercises to
keep them engaged.
Many teachers (and also students) share the belief that serious learning is supposed to be
hard work, and if it is enjoyable, it is doubtful that it is serious or significant. Indeed, as Raffini
(1996:11) summarises well, “too often the word ‘enjoyable’ has a bad reputa tion in school”.
Moreover, not all assignments can be fully engaging. Teachers have to teach the whole
curriculum and certain parts are bound to be less attractive for the students than others. Covington
and Teel (1996:90) rightly point out that “we teachers are not in the entertainment business, and
cannot be expected to turn everything into fun”.
However, the good news is that there is an impressive array of motivati onal strategies that
have been found to be effective in livening up classroom learning.
I. Breaking the monotony of learning
Even in classes characterised by a mixture of interesting teaching approaches, there is a
danger that as the school year progress es, both teachers and students can easily settle into familiar
routines. Monotony is inversely related to variety. In order to break monotony, we need to vary as
many aspects of the learning process as possible. First and foremost are the language tasks. F or
example, teachers can vary the:
– main language skills the tasks activate (e.g. a writing task can be followed by a speaking
activity);

51
– channel of communication (varying auditory, visual and tactile modes of dealing with learning;
selectively using visual aids);
– organisational format (e.g. a whole -class task can be followed by group work or pair work).
The final aspect of how to break the monotony of classroom teaching concerns the general
rhythm and sequence of events. Although various teaching events in a class are traditionally based
on the logical flow of information Wlodkowski (1986:145), from a motivational perspective the
‘motivational flow’ is just as important. For example, it may be worth starting the class with a
‘warmer’, which can be a short, stimulating game, to set the tone. Or, a slow section of the lesson
that requires contemplation can be followed by a break involving some sort of movement, or a fast
sequence of events requiring a different kind of concentration (e.g. a short game ).

II. Making the tasks more interesting
 Challenge : Teachers can suggest, for example, some explanatory talks where pupils can
debate over a topic, give opinions that can be challenged or counter -challenged.
 Interesting content : A simple but effective way to raise task interest is to connect the topic with
things that students already find interesting or hold in esteem. For example, including prominent
events or people from the youth culture can add an attractive dimension to th e activity. Learning
about, for example, daily routines can become much more interesting by focusing on a famous pop
star, trying to imagine what he/she does and does not do.
 The novelty element: If something about the activity is new or different or un familiar or
totally unexpected, this will certainly help to eliminate boredom.
 The intriguing element: Tasks which concern ambiguous, problematic, paradoxical,
controversial, contradictory material stimulate curiosity by creating a conceptual conflict t hat
needs to be resolved.
 The fantasy element: Tasks are inherently captivating if they engage the learner’s fantasy.
Everybody, children and adults alike, enjoy using their imagination for creating make -believe
stories, identifying with fictional chara cters or acting out.
 The personal element: Many stilted coursebook tasks can be made stimulating by
personalising them, that is, by relating the content to the learners’ own lives.
 Competition: The opportunity to compete can add excitement to learning tasks, regardless of
whether the competition is for prizes (e.g. a packet of sweets) or merely for the satisfaction of

52
winning. The only problem with small group competition is, as Bro phy (1998:30) emphasizes,
that “you cannot have winners without losers, and the latter usually outnumber the former.”
 Tangible outcome: Tasks which require learners to create some kind of a finished product as
the outcome (e.g. student newsletter, a post er, a radio programme, an information brochure or a
piece of artwork) can engage students to an unprecedented extent.
III. Increasing student involvement
People usually enjoy a task if they play an essential part in it. This is well illustrated by
class discussions, which are usually perceived to be interesting by those who have contributed to
it and boring by those who have not. This means that another way of making learning stimulating
and enjoyable is creating learning situations where learners are req uired to become active
participants.
IV. Protecting the learners’ self -esteem and increasing their self -confidence
The notion of ‘confidence’ is closely related to concepts like ‘self -esteem’, ‘self –
efficacy’, which are all complex notions themselves. In order for students to be able to focus on
learning with vigour and determination, they need to have a healthy self -respect and need to
believe in themselves as learners. Even if the most creative motivational ideas are used, if
students have basic doubts about themselves, they will be unable to ‘bloom’ as learners.
Among the strategies that can lead to self -confidence are:
Providing experiences of success
It is a trite but very true statement that ‘Success breeds success’. This suggests that a particula rly
important motivational strategy is creating multiple opportunities for the students to demonstrate
positive features and to excel. ‘The elusive concept of self -esteem is really spelled
S*U*C*C*E*S*S. The only way true self -esteem is built is through making people successful.
’Scheidecker and Freeman (1999:129). “Ensure success. We can bend over backwards explaining
the advantages of speaking a foreign language but the pupils’ outlook is often more imme diate than
that. They like what they are good at.” Alison (1993:12)
Encouraging the learner
Encouragement is the positive persuasive expression of the belief that someone has the
capability of achieving a certain goal. It can explicitly make the learner aware of personal strength
and abilities, or it can indirectly communicate that we trust the person. Indeed, sometimes a small
personal word of encouragement can do the trick. Everybody has certain strengths, and if we can

53
find a way of associating these s trengths with L2 learning or the L2 classes, we have won half the
battle.
Thus, the teacher needs to be very careful not to damage the initial motivation by asking
the students to do something too far beyond their developmental capacity which could lead to
frustration and de -motivation. It could also damage the positive feelings created in the initial
phase and create an unwillingness to participate or contribute ideas in further stages.

3.2.2. Supporting students’ confidence as learners
This subchapt er focuses on two important strategies that teachers can use with individual
students to help enhance their self -motivation and overall self -development: (a) helping students
to understand their own psychological functioning and agency, that is, how their own thinking
processes work, and (b) helping students value themselves and the learning process. These are
key elements in reducing insecure thoughts and eliciting students’ natural motivation to learn and
grow in positive ways.
a) Helping students to understand their own psychological functioning and agency
Teachers need to show students how their thinking relates to their moods and motivation,
and to demonstrate that students have control over thoughts that affect their own motivation and
learning. Be cause students are naturally motivated to learn when negative thoughts and feelings
about themselves and learning are absent, teachers need to help students understand and override
these negative thoughts and feelings.
The following principles, taken from the work of Mills, Stewart and Timm (1990: 60) can
be taught to students:
1) Feelings originate in thoughts . Feelings are an ‘inside job’ and come from thoughts. If a
student thinks, ‘School is boring and a waste of time’, he or she will experience feelin gs ranging
from apathy and boredom to anxiety and alienation. On the other hand, if a student thinks,
‘School is interesting and worth my time and effort’, he or she will experience feelings ranging
from excitement and interest to curiosity and attachment. In other words, negative feelings come
from negative thoughts and positive feelings come from positive thoughts.
2) You control your feelings . If feelings come from thoughts and thoughts are generated by each
person, each of us can control our feelings by controlling what we think. Feelings cannot be
forced on us from the outside; they come from inside.

54
A feeling of insecurity is the common denominator of low self -esteem and negative
behaviour: most misbehavior in the classroom is the result of low self -esteem. Students, rather
than being malicious, attention -seeking egomaniacs, are misbehaving because they are scared or
insecure. The child who acts out in class may be insecure about his or her EFL ability.
Thus, helping students understand that insecuri ty and low self -esteem underlie negative
behavior can help them feel more empathy towards others. Knowing that they can learn to
control their thoughts and feelings can also help them see that they can get back in touch with
their natural self -esteem and m otivation.
b) Helping students value themselves and the learning process
Another important strategy that teachers can use to help individual students enhance their
self-motivation and overall self -development is to teach them to value themselves, the learning
process, and specific learning activities. Students’ understanding of their own thought processes
can help them see their inherent worth and natural motivation to learn. Beyond this important
first step, it is important that teachers personally get to know each student while also helping all
students define their interests and goals. These strategies below can help teachers to learn more
about each student and to make learning activities more relevant and meaningful for each
student.
Strategies for Meeting Individual Learning Needs
Helping Students to Define Their Personal Goals and Relate Them to Learning Goals
Goal setting not only helps students better define what is important to them, but it also
helps them learn to value activities that help them reach their goals, being basically a simple
planning process that can be learned. Allowing students opportunities to set goals and plan
activities, events, or other aspects of their school life is a way to help them learn responsibility,
understand their personal agency, and become more self -directed and healthy human beings.
Relating General Learning Goals to Students’ Unique Interests and Goals
Once a teacher knows his/her students, individually and as a group, he/she is in the best
position to see how the general learning goals for a certain grade level or content area could be
related to student goals and interests. An idea that usually works well is to get the students
themselves involved in finding ways to make content more relevant to their interests and goals.

55
Student -generated projects within a general topic area can he lp students not only to match their
interests with learning goals, but also to achieve greater personal responsibility for their own
learning. To accomplish this, students may need explicit training in how to relate their interests
and goals to learning co ntent and learning activities.
Structuring Learning Goals and Activities to Foster Individual Student Success
An important finding that has emerged from the work of Carol Dweck (1990:87) and her
colleagues is that adaptive belief patterns that contribute to a higher motivation to learn include
establishing learning goals rather than performance goals. What this means is that if students can
be encouraged to set goals for what they personally want to learn or accomplish, they will be
more motivated and wil l achieve more than if they set goals for simply being able to perform
better than others in their class. When students are encouraged to compete against themselves,
not others, and to strive for learning rather than performance goals, motivation and achie vement
are enhanced. Strategies such as cooperative learning, in which students work together to
accomplish similar learning goals, are good examples of ways to help students focus on their
own learning.
Another important step in helping students meet thei r own goals and experience success
is the individualization of learning goals and activities so that they are matched to unique student
capabilities as well as interests and goals.
In sum, the strategies presented have focused on things that a teacher can do to help
students uncover their natural motivation and begin to grow and develop in positive ways in spite
of negative life experiences and negative ways that they may have learned to view themselves
and their abilities to learn. By helping students und erstand how their own thinking contributes to
their feelings and motivation, and by providing opportunities for students to personalize learning,
their natural motivation and confidence emerge.

3.2.3. Rebuilding discouraged students’ confidence and wil lingness to learn
Certainly, “it is unfair to force tortoises to race against hares. Hares will become lazy and
fall asleep while tortoises will become discouraged at the impossibility of winning. Both,
however, can benefit from a system that helps all par ticipants become better runners. If the goal
is maximum performance from all students, the schools must provide hope to all students that
increased effort can result in success” Raffini (1988:1 4).

56
Some of the students will achieve less than most of their c lassmates, even if meet their
individual needs effectively and they progress as rapidly as it is reasonable to expect. The teacher
can help protect their confidence as learners by establishing the kind of learning community and
consistently implementing th e curriculum, instruction, and the right assessment principles. Even
so, these students may need additional motivational support.
Supporting the motivation of low -achievers
Some students continuously struggle to keep up with their classmates due to limi tations
in ability or learning disabilities that impede their progress. For example, they may be able to
decode text, yet not understand and remember what they read well enough to learn efficiently
through independent study. Some of them may be able to kee p up with the class if provided with
tutoring or other forms of special help, but others may begin to require individualized materials
and instruction.
Good and Brophy claim that “low achievers often need to be retaught using varied and
enric hed forms of instruction, not just to be recycled through the original instruction followed by
additional drill and practice” Good and Brophy (2003:64) .
Low achievers need extra help, especially individualized help provided during tutoring
interactions. Th ey should be engaged in learning activities, not left out. Teachers should provide
their low achievers with patience, encouragement, and other supportive treatment that helps these
students to work up to their potential. Other teachers, however, drift into maladaptive patterns
that feature low expectations and counterproductive modes of interacting with their low
achievers. Examples that have been documented in various studies
(reviewed by Good & Brophy, 2003: 42) include the following:
1. waiting less time for low achievers to answer a question (before giving the answer or calling
on someone else)
2. giving answers to low achievers or calling on someone else rather than trying to improve their
responses by giving clues or repeating or rephrasing questions
3. inappropriate reinforcement: rewarding inappropriate behavior or incorrect answers by low
achievers
4. criticizing low achievers more often for failure
5. praising low achievers less often for success
6. failing to give feedback following the public responses of low achievers

57
7. generally paying less attention to low achievers or interacting with the m less frequently
8. calling on them less often to respond to questions, or asking them only easier, nonanalytic
questions
9. seating them farther away from the teacher
10. gene rally demanding less from them
11. interacting with low achievers more privately than publicly, and monitoring and structuring
their activities more closely
12. giving high achievers but not low achievers the benefit of the doubt in grading tests or
assignments
13. being less friendly in interaction s with low achievers, including less smiling and fewer other
nonverbal indicators of support
14. providing briefer and less informative answers to their questions
15. less acceptance and use of low achievers’ ideas
16. limiting low achievers to an impo verished curriculum (low -level and repetitive content,
emphasis on factual recitation rather than lesson – extending discussion, emphasis on drill and
practice tasks rather than application and higher level thinking tasks).
I strongly believe that these dif ferential patterns are dangerous. Such teachers are not
seriously working to help them achieve their potential. Given these conditions, it is not surprising
that some students, especially those who have experienced a continuing history of failure or a
recent progressive cycle of failure, begin to believe that they lack the ability to succeed. Once
this belief takes root, failure expectations and other self -conscious thoughts begin to disrupt their
concentration and limit their coping abilities. Eventually t hey abandon serious attempts to master
tasks and begin to concentrate instead on preserving their self -esteem in their own eyes and their
reputations in the eyes of others.
These students need to regain self -confidence in their abilities and in develop st rategies
for coping with failure. Wlodkowski (1978: 165) suggested that teachers should:
• guarantee that failure syndrome students experience success regularly (by seeing that they
know what to do before asking them to do it independently, providing immed iate feedback to
their responses, and making sure that they know the criteria by which their learning will be
evaluated);

58

encourage their learning efforts by giving them recognition for real effort, showing
appreciation for their progress, and projecting positive expectations;
encourage them to ask for help when they need it and make it possible for them to get
such help without suffering public embarrassment;
emphasize cooperative learning and avoid competition.
I think that the best way t o deal with this problem is marking and grading with emphasis
on noting successes rather than failures, using individualized instructional materials and calling
on these students only when they volunteer or are likely to be able to respond successfully.
McIntyre suggested “praising them for attempting difficult tasks as well as for whatever
successes they achieve; requiring them to complete (or at least to make a serious attempt to
complete) a certain portion of an assignment before asking you for help; po inting out the
similarities between the present task and work completed successfully earlier; and allowing them
extra time if necessary but insisting that their work be completed” McIntyre (1989: 32).
In conclusion, students need to learn to view these fru strations and failures realistically
and to respond to them adaptively. As Rohrkemper and Corno pointed out, “not only is some
student failure inevitable, but a manageable degree of student failure is desirable” (1988: 26). All
the students in this world m ake mistakes. The important thing about these mistakes is not that
they occur but that they trigger informative feedback and students use it to respond to the
mistakes with renewed motivation rather than discouragement.

3.3. Motivational strategies to teaching English through games

3.3.1. The role and typology of games in the acquisition of English
As I have mentioned above, the best way to initiate and then maintain motivation in EFL
classes is through engaging, stimulating, challenging and enjoyable activities and some of the
best examples are games . They help teachers break the monotony of learning, give up rigid
conventions and increase the involvement of the students.
It is known that games have long been advocated for assisting language learning . Firstly,
games are not just a child’s play, but rather a tool that can be used for teaching English learners
at all ages and a safe opportunity to practise without fear of ridicule. Secondly, games add
interest to what students might not find very intere sting. Sustaining interest can mean sustaining

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effort, since learning EFL involves long -term effort Wright, Betteridge, & Buckby (2005:60).
Thirdly, games provide a context for meaningful communication. Even if the game involves
discrete language items, su ch as a spelling game, meaningful communication provides “the basis
for comprehensible input, i.e., what students understand as they listen and read, interaction to
enhance comprehensibility, e.g., asking for repetition or giving examples, and comprehensib le
output, speaking and writing so that others can understand” Swain (1993:64). The emotions
aroused when playing games add variety to the sometimes dry, serious process of language
instruction . Bransford, Brown & Cocking (2000:53) .
“The vari ety and intensity that games offer may lower anxiety” Richard -Amato
(1988:18) and “encourage shyer learners to take part” Uberman (1998:27), especially when
games are played in small groups. What is more, games involve all the basic language skills, i.e.,
listening, speaking, reading, and writing. Moreover, many games can be played in small groups,
thereby providing a venue for students to develop their skills in working with others, such as the
skill of disagreeing politely and the skill of asking for help .
Other advantages of games played in groups include:
a) “encourage cooperation and build team spirit” Ersoz (2000:25). In most games, everyone has a
turn, encouraging everyone to participate, rather than letting others do all the talking an d other
actions, and discouraging one or two people from shutting out others.
b) “provide a means for students to use the language outside of class time “Ellis (2005:18).
c) “connect to a variety of intelligences” Gardner (1999:29)
d) involve interpersonal intelligence.
They are also very useful tools for fluency, as ‘Children tend to forget they are learning
and so use the language spontaneously’ Roth (1998: 23) Games can help to make language
learning a positive and exciting experience, which will be impo rtant and motivating to the
students.
Lewis also comes up with some advantages of using games in EFL classes :
e) are fun and children like to play them. “Through games children experiment, discover, and
interact with their environment” Lewis (1999:5)
f) add variation to a lesson and increase motivation by providing a plausible incentive to use the
target language. “For many children between four and twelve years old, especially the youngest,

60
language learning will not be the key motivational factor. Game s can provide this stimulus”
Lewis (1999:5)
g) “The game context makes the foreign language immediately useful to the children. It brings
the target language to life” Lewis (1999:6)
h) “The game makes the reasons for speaking plausible even to reluctant ch ildren” Lewis
(1999:6)
i) Through playing games, students can learn English the way children learn their mother tongue
without being aware they are studying; thus without stress, they can learn a lot.
All in all, the benefits of using games in l anguage -learning can be summed up in the
following points. They 1) are learner -centered; 2) promote communicative competence; 3) create
a meaningful context for language use; 4) increase learning motivation; 5) reduce learning
anxiety ‘‘Games can lower anx iety, thus making the acquisition of input more likely’’Richard –
Amato (1988: 147); 6) integrate various linguistic skills: speaking, writing, listening and reading;
7) encourage creative and spontaneous use of language; 8) construct a cooperative learning
environment; 9) foster participatory attitudes of the students.
Well -chosen games are invaluable as they give students a break and at the same time
allow students to practise language skills; they are highly motivating, amusing, interesting and at
the sam e time, challenging. Furthermore, they employ meaningful and useful language in real
contexts, encourage and increase cooperation and can be used to give practice in all language
skills and in many types of communication.
There is a common p erception that all learning should be serious and solemn in nature,
and that if one is having fun and there is laughter, then it is not real learning. This is a
misconception. It is possible to learn a language as well as enjoy oneself at the same time. On e of
the best ways of doing this is definitely through games. (www.realgap.co.uk/Songs in the
classroom)
Many experienced textbook and methodology manuals writers have argued that games
are not just time -filling activities but have a great educational value. W.R. Lee holds that most
language games make learners use the language instead of thinking about learn ing the correct
forms (1979: 2) and also points out that “games should be treated as central, not peripheral to the
foreign language teaching programme”.

61
They are highly motivating and entertaining, and “they can give shy students more
opportunity to expr ess their opinions and feelings “Hansen (1994:118). They also enable learners
to acquire new experiences within a foreign language which are not always possible during a
typical lesson. Furthermore, to quote Richard -Amato, they, ‘add diversion to the regul ar
classroom activities,’ break the ice, ‘but also they are used to introduce new ideas’ (1988:147).
Teachers are enthusiastic about using games as a teaching device , yet they often perceive games
as mere time -fillers, ‘a break from the monotony of drillin g’ or frivolous activities. All in all,
games encourage, entertain, teach, and promote fluency.
To achieve the above -mentioned benefits some thought also needs to be given to when
and how to use games.
Games can play a range of roles in the l anguage curriculum. Traditionally, games have
been used in the language class as warm -ups or ice breakers at the beginning of class, fill -ins
when there is extra time near the end of class, as an occasional bit of spice stirred into the
curriculum to add v ariety , as an introduction activity for new vocabulary or grammar, or as a
review exercise at the end of a lesson, chapter, or before an exam. While the preparation of
materials may be time -consuming, ‘the time and effort it might require to create the mat erials for
each game will be well worth the effort, and from then on, you will always have the materials
available to you’Firstien (2002: 526).
Yet, as Lee observes, a game ‘should not be regarded as a marginal activity filling in
odd mo ments when the teacher and class have nothing better to do’ (1995:3). Games ought to be
at the heart of teaching foreign languages. Games also apply well to revision exercises helping
learners recall material in a pleasant, entertaining way. Even if games result sometimes in noise
and entertained students, they are still worth paying attention to and implementing in the
classroom since they motivate learners, promote communicative competence, and generate
fluency.
Children often are very enthusiastic about games, but precisely for that reason, some
older students may worry that games are too childish for them. Teachers need to explain the
purpose of the game in order to reassure such students that there is such a phenomenon as
“serious fun.”
Games have also been shown to have advantages and effectiveness in learning
vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them

62
learn and retain new words m ore easily. Second, games usually involve friendly competition and
they keep learners interested. These create the motivation for learners of English to get involved
and participate actively in the learning activities. Third, vocabulary games bring real wo rld
context into the classroom, and enhance students’ use of English in a flexible, communicative
way.
Therefore, the role of games in teaching and learning vocabulary cannot be denied.
However, in order to achieve the most from vocabulary game s, it is essential that suitable games
are chosen. Whenever a game is to be conducted, the number of students, proficiency level,
cultural context, timing, learning topic, and the classroom settings are factors that should be
taken into account.
As a result, learning vocabulary through games is one effective and interesting way that
can be applied in any classrooms. Games are used not only for mere fun, but more importantly,
for the useful practice and review of language lessons, thus leading to ward the goal of improving
learners’ communicative competence. As with other learning activities, teachers need to pay
careful attention to the difficulty level of games. Part of the appeal of games lies in the challenge,
but if the challenge is too great, some students may become discouraged.
In conclusion, games are fun and fun is moti vating. This is the rationale for taking school
skills and wrapping them up in some. Each game is an opportunity to bring playfulness to skill
practice in a way that increases the ‘fun element’ and fuels the desire to engage in the game again
and again.

3.3.1.1. Linguistic versus communicative games
Classifying games into categories can be difficult, because of their overlapping.
Hadfield (1999: 54) proposes two ways of classifying language games: linguistic games and
communicative games . Linguistic games focus on accuracy, such as supplying the correct
antonym. On the other hand, communicative games focus on successful exchange of information
and ideas, such as two people identifying the differences between their two pictures which are
similar to one another but not exactly alike. Correct language usage, though still important, is
secondary to achieving the communicative goal.

63
Linguistic games
There are differ ent ways through which children can express their linguistic talents. Some
devour books, some tell jokes that always get a laugh, while others write poems or tell stories. In
addition, sharing our own love of books and language is one of the best ways to i nstill that love
in kids. Teachers can do that by reading with them, talking with them, and listening to what they
have to say. Linguistic intelligence refers to how we use language, to express your thoughts and
feelings with clarity so others can understa nd, even enjoy them. This can be verbal or in written
form. Playing word games is a fun pastime that can help you keep your brain sharp while
learning about words and the world around. When one completes a word game such as a
crossword puzzle, one is testi ng his/her verbal ability while challenging him/herself to develop
stronger problem solving skills. Word games are also a great way to experience the feeling of
accomplishment that comes with completing a difficult task.
Below there are some of the strengt hs of children with linguistic intelligence:
– understand words and language very well and have well developed vocabulary
– use language well and can learn the complex rules of language quickly
– use language to remember and think
– can express themselves very well in both oral and written forms
Reading books, hearing stories – oral or even on tape/CD, debating and discussing
various issues, writing poems, short stories, reading newspapers and magazines, word games like
Scrabble, public speaking about issu es, reading aloud etc. are some of the activities that children
with linguistic skills will enjoy.
Children with higher linguistic intelligence can be provided with one of the following:
-Suggest them books about a variety of topics
-Give them access to a reference library – like an encyclopedia or on the Internet
-Encourage them to read English newspapers
-Talk a lot with them about what they see around them
-Encourage them to describe what they see or what they do
-Have them act stories by playing differ ent parts and making up those dialogues
-Encourage them to speak to you whenever they would like to (instead of asking them to be
quiet)
-Have them create stories or songs by themselves or with your help

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-Have them write stories or poems
-Encourage them to keep a diary
Word games take many different forms. For example:
Letter arrangement games ask the player to form words out of a seemingly random string of
letters. Examples of letter arrangement word games include Scrabble.
Structured games are word games that focus on the semantics of words. In these games,
players are asked to interpret word, picture, or action clues to solve the puzzle.
Linguistic recreations offer a chance to work on building vocabulary and language skills
without investing a great deal of time in a particular puzzle. Examples of this type of word
game include anagrams , palindromes, and homophone word games.
Paper and pencil games such as hangman, word searches, or crossword puzzles are very
popular with children.
The second taxonomy that Hadfield uses to classify games includes many mor e
categories, as can be seen in the following figure:

Figure 9: Intermediate vocabulary games , Hadfield (1999: 55 )
– Sorting, ordering, or arranging games . For example, students have a set of cards with different
products on them, and they sort the cards into products found at a grocery store and products
found at a department store.
– Information gap games . In such games, one or more people have informati on that other people
need to complete a task. For instance, one person might have a drawing and their partner needs
to create a similar drawing by listening to the information given by the person with the drawing. GAMES Sorting,
ordering and
arranging
games
Role -play
games
Board games
Labeling
games
Matching
games Search
games Guessing
games Information
gap games

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Information gap games can involve a one -way information gap, such as the drawing game just
described, or a two -way information gap, in which each person has unique information, such as
in a Spot -the-Difference task, where each person has a slightly different picture, and the task is to
identify th e differences.
– Guessing games . These are a variation on information gap games. One of the best known
examples of a guessing game is 20 Questions, in which one person thinks of a famous person,
place, or thing. The other participants can ask 20 Yes/No que stions to find clues in order to guess
who or what the person is thinking of.
– Search games . These games are yet another variant on two -way information gap games, with
everyone giving and seeking information. Find Someone Who is a well -known example. Stud ents
are given a grid. The task is to fill in all the cells in the grid with the name of a classmate who
fits that cell, e.g., someone who is a vegetarian. Students circulate, asking and answering
questions to complete their own grid and help classmates co mplete theirs.
– Matching games . As the name implies, participants need to find a match for a word, picture, or
card. For example, students place 30 word cards, composed of 15 pairs, face down in random
order. Each person turns over two cards at a time, wi th the goal of turning over a matching pair,
by using their memory. This is also known as the Pelmanism principle, after Christopher Louis
Pelman, a British psychologist of the first half of the 20th century.
– Labeling games . These are a form of matching, in that participants match labels and pictures.
– Board games. Scrabble is one of the most popular board games that specifically highlights
language.
– Role play games . “The terms role play , drama , and simulation are sometimes used
interchangeably but ca n be differentiated” Kodotchigova (2002: 13). Role play can involve
students playing roles that they do not play in real life, such as dentist, while simulations can
involve students performing roles that they already play in real life or might be likely t o play,
such as customer at a restaurant. Dramas are normally scripted performances, whereas in role
plays and simulations, students come up with their own words, although preparation is often
useful.
Communicative games
Communicative games (activities wit h a non -linguistic goal or aim) are distinct from
linguistic games . “Games which are designed to provoke communication between students

66
frequently depend on an information -gap so that on student has to talk to a partner in order to
solve a puzzle, draw a picture, put things in the right order or find similarities and differences
between pictures, rather than the correct production of a structure” Harmer (2007: 271). The
emphasis in this kind of games is on successful communication rather than on correctnes s of
language. Games should be required as an integral part of the language syllabus, not only as
amusing activities. They provide, in many cases, as much concentrated practice as a traditional
drill and, more importantly, an opportunity for real communic ation, thus constituting a bridge
between the classroom and the real world.
These games can be placed as a culmination of the lesson, as a chance for students to use
the language they have learned and as a means to an end rather than an end in itself. T hey can
also serve as a diagnostic tool for the teacher, who can note areas of difficulty and take
appropriate remedial action.
Each game focuses on a specific functional area and is usually limited to one or two
structures and a clearly defined lexical field. These activities can be categorized based on the
type of task involved:
A. Naming – activities based on saying vocabulary word
B. Identifying – activities based on identifying words from pictures or actions
C. Definitions – activities based on defining words
D. Clues – activities in which clues to the meanings of words are given
E. Asking questions – activities in which students ask questions related to the words
F. Categories – activities in which students categorize words according to their meaning
G. Associations – activities based on brainstorming associations with the vocabulary words
H. Connections – activities focusing on the relationships between vocabulary words
I. Dialogues – activities in which the words are practiced conversationall y
J. Discussion – activities based on talking about the words
K. Research – activities based on finding out further information about the vocabulary words
L. Extensions – activities based on using the vocabulary words in additional contexts
Effective commun ication activities work well for groups of students of all ages, and a
teacher must adapt these activities to fit the specific setting, ages and interests of the participants.
Communicative games for presentation and practice of new language

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CLT (Communicative Language Teaching) offers a change in language education from the
traditional grammar -oriented practice methods towards using communicative language activities
as the core units of teaching and learning for students to participate in meaning -focused
interaction. As language teachers, we are mainly concerned with developing students’ ability to
process communication by using the target language. In CLT, learning is part of the task itself. It
is learning through natural exposure and mea ningful use of the target language while conducting
communicative activities that motivates learners to take more interest in ELT.
Different from conventional teaching methods through which many students have
frustrating experiences of language learning, games present language learners with
communicative or problem -solving situations that are enjoyable and relatively stress free. In
game situations, the teacher encourages all attempts at communication in the target language
rather than continuous error cor rection. In such a way, without fear of failure or public
correction, students will feel emotionally secure and will be more confident to explore and take
risks with new language, which further enhances students’ active involvement as well as intrinsic
motivation. Children listen to the new language, in association with music, touch, gesture, action
or visual aids. Once children are thoroughly familiar with the language in its spoken form,
teachers can present it in written form.
In recent years language re searchers and teachers have shifted their focus from
developing individual linguistic skills to the use of language to achieve the speaker's objectives.
This new area of focus, known as communicative competence, leads language teachers to seek
task-oriente d activities that engage their students in creative language use. “Games, which are
task-based and have a purpose beyond the production of correct speech, serve as excellent
communicative activities” Harmer (2001:201). On the surface, the aim of all langua ge games is
for students to use the language; however, during game play learners also use the target language
to persuade and negotiate their way to desired results. This process involves the productive and
receptive skills simultaneously.
Games offer stud ents a fun -filled and relaxing learning atmosphere. After learning and
practising new vocabulary, students have the opportunity to use language in a non -stressful way
Uberman (1998:15). While playing games, the learners’ attention is on the message, not on the
language. Rather than pay attention to the correctness of linguistic forms, most participants will
do all they can to win.

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However, there are difficulties that teachers may encounter while using communicative
language games in their teaching. Firstly , there is a lack of materials for good language games in
textbooks. In addition, the potential discipline problems caused by playing games in class can
sometimes lead to chaos. Thirdly, it takes too much time for preparation.
In conclusion, the best way to teach English is to teach it in the context of and using
examples from a real -life like (or even actual real -life) language. Context is very important when
teaching grammar. Even if the lat ter is important and potentially very useful, it only makes sense
when and if it facilitates functional use of language in actual communication. Communicative
activities can be used to teach any grammatical structure, as all grammar is expressed in
languag e.
3.3.1.2. Competitive versus cooperative games
Another distinction among games is that between competitive games and cooperative
ones. Millis (2005: 56) outlines a number of advantages of cooperative games, such as
“appropriate anxiety levels and more c onstructive feedback”. “Competitive games are those in
which players or teams race to be the first to reach the goal, while in co -operative games players
or teams work together towards a common goal. The emphasis in the games is on successful
communication rather than on correctness of language”. Toth (1995: 20)
Games are, by definition, competitive , whether you are competing against yourself, other
players, the game itself, or some combination of these. It is known that games introduce an
element of competition into EFL activities. In other words, these activities create a meaningful
context for language use. The competitive ambiance also makes learners concentrate and think
intensively during the learning process. Competition in game -based learning ( GBL) is beneficial
because:
 Competition motivates players, leading to higher engagement levels
 Competition encourages teammates to motivate each other
 Losing a game can lead to greater learning as long as it leads to more reflection and critical
thinking instead of disillusionment
 Players can learn good sportsmanship skills from winning and losing.
However, in today’s educational world, competition might not be good for students
because:
 Competition can increase hostility between students

69
 Competition weakens the intrinsic motivation to learn the educational content because of the
focus on winning
 Losing can lead to lower self -esteem
Competition encourages children to parti cipate more readily and with even greater
enthusiasm than they might do otherwise. As in any competition, rules are essential to ensure the
good running and fairness of the game. Children who seem to be reticent, or appear to lack
confidence in using EFL i n the classroom, often enjoy the opportunity to join in with a
competitive game. Team games remove the emphasis on the individual and allow children to
learn, perform and develop skills within the safe group of peers.
An ideal game is the one which has en ough competition to motivate but not so much to
detract from learning collaborative skills. If there is too much emphasis on competition, the focus
goes on winning and not on helping others. On the other hand, if you put too much emphasis on
collaboration, you run the risk of turning a fun, motivating game into a boring group school
assignment.
On the other hand, collaboration/cooperation is considered a good skill for students to
learn EFL. I have grouped the benefits of cooperative games in the followin g diagram:

A classroom that is cooperative is one in which students work together in pairs and
groups, they share information and come to each others’ aid. They are a “team” whose players
must work together in order to achieve goals succ essfully. Research has shown an advantage for
“cooperative learning (as opposed to individual learning) on such factors such as: promoting
intrinsic motivation, heightening self -esteem, creating caring and altruistic relationships, Benefits of cooperative
games
Teaches teamwork and
other social skills Gives a greater sense
of purpose by being
part of something
bigger Provides motivation to
help your group
succeed Prepares students for
real life collaborative
work

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lowering anxiety and pre judice etc.” Brown (2001: 47). Unlike competitive games, with their
winners and losers, cooperative games let children feel “left in” rather than “left out”.
Cooperative learning does not merely imply collaboration. To be sure, in a cooperative
classroom the students and teachers work together to pursue goals and objectives. Cooperative
learning is more structured, more prescriptive to teachers about classroom techniques, more
directive to students about how to work together in groups. In cooperat ive learning models, a
group learning activity is dependent on the socially structured exchange of information between
learners. In collaborative learning, “the learner engages with more capable others (teacher,
advanced peers), who provide assistance and guidance “Brown (2001: 48).
Cooperative learning may also help to lessen the fatalistic attitude toward schooling that
is often found among those who have experienced repeated failure in the schools. When these
students notice the value of their input and effort, their self -esteem and self -confidence is raised.
All things considered, education needs to re -examine cooperation vs. competition in
teaching pupils. Neither approach in and of itself is good. There can be negative teaching in
either approach. Th ere should be a rational balance among the two approaches. Pupils need to
learn to work harmoniously with others as well as work well on an individual basis. Games
should maintain a perfect balance between the instructive and entertaining component: the
moment the ludic side is overused, the students get entertained without being instructed; the
same thing happens when the text and tasks are above their level of understanding, they instruct
without entertaining.

3.4. Rounding off the learning experience: Recognition and evaluation for
optimal engagement and motivation
In this subchapter, I will focus on the learners’ appraisal and reactions to their own past
performance. Unfortunately, in my past experience I noticed that most pupils, rather than looking
forward and only concentrating on forthcoming challenges, spent a great deal of time looking
back, evaluating what they have done and how well it went, while trying to draw lessons for the
future. In this way the past becomes closely tied to the future and, accordingly, a very important
aspect of motivating learners is to help them to deal with their past in a way that it will promote
rather than hinder future efforts.

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There is not much we can do about what has already happened. Students’ appr aisal of
their past performance does not only depend on the absolute level of success they have achieved
but also on how they interpret their achievement. There can be different situations: students who
were bursting with confidence and satisfaction even t hough what they actually produced should
not have given any reason for it or students who seem to be constantly dissatisfied in spite of the
high quality of their work. In such cases there is a very obvious mismatch between the standard
of one’s actual per formance and how it is evaluated by the person him/herself. Teachers should
take into account the following advice which can help learners to consider their own
achievement in a more positive light:
teach learners to explain their past successes and failu res in a constructive way;
help them to take more satisfaction in their successes and progress;
show them the characteristics of the kind of feedback that best promotes their ongoing
learning;
prove them the controversial effects of the rewards and grades dispensed in class.
With reference to the first point, as Graham (1994: 36) summarizes, the most common
attributions in school environments are: ability, effort, task difficulty, luck, mood, family
background, help or hindrance from others. “The ideal motivational scenario is one in which
students attribute positive outcomes to personal ability, and negative outcomes to temporary
shortcomings that can be remedied “Ushioda (1996: 13).
Attribution theo ry is particularly relevant to the study of language learning for two
reasons:
1. Failure in learning an L2 is very common: In spite of the great number of people spending a
considerable amount of time studying foreign languages worldwide, only relatively few will ever
reach a level of L2 proficiency that satisfies them without any reservations. The regrettable fact
is that most people fail in at least one L2 during their lifetime.
2. The ability to learn an L2 (often called language aptitude) is a notion that people in general are
familiar with and therefore refer to regularly. This means that it is all too easy to come up with
negative ability -attributions, such as ‘I don’t have a knack for languages’ or ‘I am not a natural
linguist’, even if this is not the case at all. The underlying assumption is that, as Covington
summarized, “it is not so much the event of failure that disrupts academic achievement as it is
the meaning of failure. Thus, rather than minimizing failure, educators should arrange schoolin g

72
so that falling short of one’s goals will be interpreted in ways that promote the will to learn”
Covington (1998: 75).
Increasing learner satisfaction
Throughout my teaching experience, I have noticed that I tend to show far less emotion
when something goes right than when it goes wrong. I do not pay enough attention to success, I
tend to look only forward, constantly monitoring the oncoming challenges and working out
strategies to meet them. The problem is that I take accomplishments for granted and red uce the
amount of satisfaction we may feel. This can result in the students having a distorted picture
where difficulties are overemphasized, which can prevent them from feeling good about their
achievement and thereby from building a positive self -image. Celebrations of success are crucial
because they validate effort and intrinsically motivate the pupils to go on: “Recognition of
success is not juvenile – in fact, it is what we all expect from life, and the wise teacher, in a non –
threatening manner, takes full advantage of this most common human desire “Scheidecker and
Freeman (1999:105).
There is a variety of techniques and approaches to be chosen from in order to make
success memorable:
Monitor and recognize learners’ accomplishments: Make sure that the students’ personal
‘milestones’ do not go unnoticed.
Take time to celebrate success : It is usually time well spent to celebrate successes
and achievement in class. A good rule of thumb is that “regardless of how small, every
success must be celebrated” Sch eidecker and Freeman (1999:106). Applause and
standing ovations are great if they do not embarrass the pupil.
Regularly take stock of progress : Learning a foreign language is a lengthy,
continuous process in which progress is rarely noticeable. For example , adding another
500 new words to one’s vocabulary will not automatically lead to a dramatic
improvement in one’s performance. It is worthwhile therefore to stop from time to time
and look back on what has already been achieved.
Make progress tangible : Onc e progress/accomplishments have been recognized
and acknowledged we may want to increase their motivational impact by making them
tangible. And nothing is more tangible than some sort of visual summary, such as an

73
accomplishment album, a wall chart, a publ ic display of a checklist of skills and
knowledge areas with coloured symbols to mark what has been done.
To conclude the survey of motivational techniques, I also have to focus on what is
probably the most well -known but also the most controversial area, the role of rewards and
grades. Psychologists in general do not like rewards (or grades, which are one type of rewards).
This is all the more remarkable because teachers do, and dispense them for good behaviour and
performance. Most teachers feel that it is a positive thing to reward their students’ praiseworthy
efforts and accomplishments.
What is more, rewards are amazingly versatile and usable: they can be applied in just
about any teaching context for tasks as diverse as memorizing poetry to completing research
projects. Accordingly, many kinds of rewards are used in ELT classes, ranging from highly
tangible ones such as sweets, through various presents and certificates, to grades of various
forms. “Rewards and punishment are too often the only tools av ailable in the motivational
arsenal of many teachers. Although these two timeworn tactics can control many student
behaviours, their indiscriminate use can seriously undermine students’ intrinsic motivation for
the activities and behaviours being controlle d”Raffini (1996:11).
To counterbalance these assumed merits, most psychologists would respond that rewards
more often than not actually do motivation a great deal of damage. They would claim that real
motivational practices do not have to rely on dispensing rewards, which they see as the most
simplistic motivational tool: rewards do not increase the inherent value of the task or the task
outcome, and neither do they concern other important learning aspects such as the learning
process, the learning environment or the learner’s self-concept.
The topic of rewards is also controversial: they are the necessary evil and at the same
time beneficial when properly used. In an ideal world students would need no external incentives
such as rewards because they would be driven by their in born curiosity and the joy they gain
from the learning process itself.
However, there are some dangers in using them:
1. If you start offering rewards for something that students were already doing for their own
reasons, “the reward may undermine the ex isting motivation” Deci and Ryan (1985: 132).
2. As Brophy summarizes, “when people start concentrating on the reward rather than on the
task, they often overlook the actual values associated with the task itself “Brophy (1998: 76).

74
3. Whenever students are offered rewards for doing tasks they can easily succumb to the ‘mini –
max principle’ Covington and Teel (1996:62), whereby they attempt to maximize rewards with a
minimum of effort. The above -mentioned linguists’ opinions can be listed in the following
diagram:

Figure 10 :Overcoming Student Failure: Changing Motives and Incentives for Learning ,
Covington and Teel (1996:62)
On the other hand, grades are seen as the ultimate ‘baddies’, representing everything
that is wrong with contemporary education, with its emphasis on the product rather than on the
process, and with its preoccupation with comparing, rank ordering rather than accepting them on
their individual merits. Because of their ultimate importance in every facet of the education
system, grades frequently become equated in the minds of school children with a sense of self –
worth; that is, they consider themselves only as worthy as their school -related achievements,
regardless of their personal characteristics such as being loving, good or courage ous .Covington
and Teel(1996: 62).
Below there is a list of the main concerns about grades and grading that are often
mentioned by teachers and researchers Brophy (1998:75) and Covington and Teel (1996: 63).
Thus, grades:
 tend to focus students’ attenti on on concerns about meeting demands successfully rather than
on any personal benefits that they might derive from the learning experience.
REWARDS Special privileges and perks
(no homework, use of special
equipment, etc.)
Awards and recognitions
(notice board displays,
gold stars)
Material (sweets, money,
pencils, books) Teacher reward (time
spent together, special
attention etc.)

75
 may encourage cheating or uncritical student compliance, since learners may be under
extreme pressure to live up t o the set standards. Furthermore, grades often reflect the teacher’s
perception of a student’s compliance or good behaviour rather than academic merit.
 are often highly subjective and sometimes are not applied for the right reasons. For example,
in the f ield of language education, test scores rarely reflect the level of communicative
competence, since there is a lack of standardized assessment techniques to measure several
crucial areas of this competence (e.g. pragmatic knowledge or strategic competence) .
 tend to aggravate social inequality as the strong get stronger and the weak get weaker.
 focus students’ attention on ability rather than effort.
 being assessed increases student anxiety.
“Certainly, many students are grade driven, not to say, ‘grade grubbing’, and this
preoccupation begins surprisingly early in life “Covington (1999: 127). At least for the
foreseeable future, grades are likely to remain a fact of life. Parents expect them, education
authorities require them, teachers r ely on them and, in general, and society uses them to
distribute its job resources and career paths among the multiple applicants. As Covington and
Teel conclude, ‘Teachers cannot be expected to defy such entrenched traditions. Grades and
grading are here to stay” Covington and Teel (1996: 43).
In conclusion, the ELT teacher should make the assessment system completely
transparent, make sure that grades also reflect effort and improvement and not just objective
levels of achievement and last but not least e ncourage accurate student self -assessment by
providing various self -evaluation tools.

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CHAPTER 4: PRACTICAL ASPECTS OF USING MOTIVATION
IN EFL CLASSES

4.1. The premise and aims of the research

An action research refers to a collection of information and measures that is designed to
bring about good change. Thus, it aims at improving the quality of teaching and its performance.
It gives both teachers and students the chance to explore and test new ideas, methods, materials
etc.
The Premise of the Research
Teaching English as a foreign language to students of all ages has made me become
aware of my great responsibility towards learners. We, teachers, cannot achieve good results if
we do not motivate them, whether we teach them grammar, spelling rules or vocabulary.
Motivating students in the EFL (English as a Foreign Language) classroom has always been a
complex and difficult task, but most English teachers will attest to the important role motivation
plays in the teaching/learning process. It is a known fact that motivation can lead to better results
and a higher performance. It is one of the key factors determining achievement and attainment in
EFL language and teachers should use as many strategies as they can to engage and motivate
them intrinsically. This paper offers an investigation of an educational reality on motivation in
EFL classes.
The aims of the research:
The overall aim s of the research h ave been the improvement and the perfecting of the
educati onal p rocess of teaching, the identification and the presentation of some motivating,
communicative activities when teaching present tense continuous, second conditional and
phrasal verbs , as well as the comparative analysis of the results of the traditional, de ductive, on
the one hand, and the motivational, inductive groups, on the other hand.
The hypothese s under investigation were:
1) that the sample as a whole would progress (i.e. the mean score of the group would be higher
on the post -test than on the pre -test)
2) the motivational treatment group (i.e. the experimental group) would get greater scores (i.e.
amount of improvement from pr e-test to post -test) than would the traditional treatment group.

77
4.2. Methods and techniques of investigation
This subchapter aims at presenting the methods and techniques of investigation that I
have used throughout this pedagogical research with a view to demonstrating the hypothesis that
the use of motivational approach in the EFL classes as a way of enhancing stude nts’ engagement
in learning a foreign language and leading to better results is right and of paramount importance.
Due to the complex and the cross -curricular dimension of the educational performance,
the investigation methods that are be ing used vary to a great extent . In order to obtain the most
reliable, objective and conclusive data, it is of great importance for these methods to be used
differentiated, but also combined. The following methods have been used throughout the
pedagogical research:
Observat ion: This method has been used along all the phases of the research so as to
record differen t aspects during the assessment activities undertaken. Many aspects of the
students’ involvement in the activities have been under analysis: the reaction of differe nt
students in different situations, their attitude and the manner of approaching the assessing
activities of a more creative kind, their level of expectation, the degree of involvement when
working in groups or pairs, their behavior during the tense momen ts of solving a more difficult
task, the ex tent to which the rules of the “game” were obeyed, the common mistakes and the
students’ feedback at the end of the activities suggested.
Investigation by means of questionnaires : The students have been asked to fill in
questionnaires to determine their preferences, after having been taught both approaches.
Interviews : The students have been invited to give personal opinion on the materials used
during the experiment. This method starts from a pre -establ ished plan and ready -made questions
and helps to gather data regarding the students’ attitudes and opinions on the pedagogical issue
in question.
Investigation by me ans of tests: The test has been chosen as a tool of investigation by
using different items, elaborated with the purpose of identifying the students’ level of
knowledge, the degree of the development of their ability to communicate accurately and
fluently, of their intelligence and competence to use grammatical structures in English.
Analyzing the end produ cts of the activities suggested: This method allowed me to
analyze the end products of the activities suggested (portfolios, essay texts, posters, class
magazines) in order to determine the extent to which these alternative methods of assessment

78
raise the students’ interest towards learning a foreign language and match their level of
expectation and their intelligence.
4.2.1. The experiment
The experiment is an orderly procedure carrie d out with the goal of verifying , refuti ng or
establishing the validity of a hypothesis . (www.en.wikipedia .org). This scientific method is a set
of procedures and principles that guide how scientists develop research questions, collect data,
and come to conc lusions. This method aims at presenting the layout of the content and the
methodological development of the pedagogical resea rch. The re search has covered three steps
which are presented below.
4.2.1.1. The initial phase
I have chosen the sample group; the data regarding the variables involved in the
experiment have been registered; its type and the strategy of the development of the experiment
have all been previously settled.
Participants:
The pedagogical experimental research on the topic of using motiv ational strategies in
teaching grammar has been car ried out during the school year 2015 -2016 . The classes involved
in the experiment have been grouped: the motivational / experimental group (classes 4A, 8A)
and the deductive/ the control group (classes 4B, 8B) from The Secondary School Doicesti. The
control group has been used as a witness that could provide relevant information when
comparing the final results of the experiment, while the experimental one has been created in
order to provide superior, prac tical results.
The two approaches which were used in the study were intended to reflect contrasting
practices in the teaching of English as a foreign language.
Traditional approach Motivational approach
-product -centred
-learning is passive/receptive
-individual work
-teacher as authority
-conscious knowledge
-accessed through explicit learning
instruction -process -centred
-learning is active, communicative
-group/pair work
-teacher as a facilitator
-unconscious knowledge
-accessed through the acquisi tion in
natural setting

79

At first all students of different levels were given the same initial test so that I was able to
determine whether there were any differences bet ween their knowledge of English . It consisted
of exercises and activities on Present Tense Continuous (4th grade) , Second Type of Conditional
(8th grade) . It was stressed th at they would not get a mark for the test in the school register , so as
to reduce anxiety levels.

Pretest 4th grade:

Aims: – to use the correct affirmative, interrog ative and negative form of present tense
contin uous.
Structure: Present tense continuous
Time: 50’
I) Put the verbs in brackets in the correct form to make different forms of present tense
continuous:
1. John (read) ……………..a book now.
2. What (you /do)………….tonight?
3. Jack and Peter (work) ……….. late today.
4. Sylvia (not listen) ……………. to music.
5. Maria (sit)………… next to Paul.
6. How many other students (you/study)…… .with?
7. The phone (not ring)……………..
8. The cat (sleep)…………. on the sofa.
9. Tom (walk)………… the dog in the park.
10. We (not listen)………… to the radio.
II) Unjumble the words to make coherent sentences in the present tense continuous:
1. you/why/laughing/are?
2. when/ he/lea ving/is?
3. not/I/ you/am/for/ waiting.
4. she/for/is/ glasses/looking/her.
5. we/ a/ reading/ book/are.

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III) Correct the sentences:
1. He are not coming for dinner.
2. Shes not going to the cinema.
3.Are your brother playing in the same team?
4. Lulu is siting on the armchair.
5. Martha and Lucy am learning a poem.
IV) Fill in the right question tags:
1. I am playing hopscotch,………….?
2. You are being rude to your family today, ……………….?
3. She isn’t cooking an apple pie now, ……………..?
4. He is watching his favourite serial, ………………..?
5. You aren’t working outdoors ,……………………..?
V) Translate the following sentences into English, using present progressive:
1) Noi cântãm acum, avem ora de muzicã.
2) Mary încearc ã sã rezolve problema?
3) Mama g ãtește o sup ã de legume.
4) Ea poart ã o rochie ro șie foarte frumoas ã.
5) Eu nu cump ãr o pereche de blugi acum, cump ãr o rochie.

Pretest 8th grade:

Aims: – to use the correct form of second conditional
Structure: 2nd conditional
Time: 50’
I) Put the verbs in brackets into the right form, so as to make second conditionals:
1. If I were you, I (get)…………. a new job.
2. If he (be)………….. younger, he would travel more.
3. If I (have) ………… enough money, I would buy a new house at the seaside.
4. If we (win)…………. the lottery, we would quit our jobs.
5. If we lived in Mexico, we (speak)……………Spanish.

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6. If I (feel) ………… better, I would go to the cinema with you.
7. She would talk to you if she (not be)…………. mad at you.
8. If they (tell)…………. thei r father, he would be very angry.
9. We would help him if we (know)…………. how.
10. If we had a yacht, we (sail) …………..the seven seas.
II) Match the sentence halves:
1. If he got there in time,
2. If you saw him,
3. If you left before 10,
4. If you bought it ,
5. If you got a dog,
a) you’d be there before lunch.
b) we could have a drink before the film.
c) you would get out for a walk more often.
d) you’d like him.
e) you would use it all the time.
III. Choose the correct variant, so as to create second conditionals:
1. If I ………………….(work) harder, I ……………… (not ask) my parents money.
a) worked, would ask
b) worked, wouldn’t ask
c) work, wouldn’t steal
2. If my sister …… ……… (win) a trip to Greece, she……….. (take) me with her.
a) won, would take
b) won’t, would take
c) won, would taken
3. If Sandra ……………… (buy) a helicopter, her friends…………. (be) happy.
a) buy, would were
b) bought, would be
c) buyed, would been
4. If Lucas …………… (can turn) back time, he …………(become) a hairdresser.
a) can turned, would become

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b) could turn, would become
c) could turned, would became
5. My uncle ……………….. (not declare) any wars if he ……………………. (be) the president of the
USA.
a) would declare, was
b) wouldn’t declared, be
c) wouldn’t declare, were
6. We……………. (not change) anything if we …………. (have) a time machine.
a) wouldn’t change, had
b) would change, had
c) wouldn’t changed, had
7. Monica ……………… (buy) the most expensive clothes in the world if she …………………..
(marry) a multimillionaire.
a) wouldn’t buy, married
b) would buy, marry
c) would buy, married
8. If Chris ………….. (not tidy) his room, he …………. (not find) there anything.
a) didn’t tidy, wouldn’t find
b) did not tidy, would not found
c) didn’t tidied, wouldn’t found
9. If I ……………… (have) a fish tank, I …………………….. (sho w) it to everyone.
a) had, wouldn’t show
b) had, would show
c) haved, would show
10. If Ted …………………(be) an animal, he…………………… (not be) a tiger.
a) was, would be
b) is, wouldn’t be
c) were, would not be
IV. Translate into Engli sh, using second conditional:
1. Dac ã aș fi in locul t ãu, aș chema poli ția.
2. L-am invita pe Tom la fiecare petrecere dac ã nu ar fi atât de ocupat.

83
3. Dac ã mi-ai spune despre problemele tale, te -aș putea ajuta.
4. Aș merge la plimbare cu tine dac ã nu ar ploua.
5. Dac ã Ellen și-ar lua medicamentele la timp, și-ar reveni în câteva zile.
V. Rephrase the sentences beginning with IF:
1. My parents don’t live near here, so I don’t see them at the weekends.
If…………….
2. We won’t play cards because Jane and P eter aren’t here.
If Jane…………………
3. We haven’t got enough money, so we won’t buy a new car.
If…………………..
4. Fred doesn’t answer letters, so I don’t write to him.
If………………….
5. I won’t take your photo because I can’t find my camera.
If……………….
6. I don’t like Carol because she talks about herself all the time.
If……………….
7. I haven’t got a dog, so I don’t go for walks.
If………………

The grades obtained at the initial test by the two 4th grade groups have been included in
the following table :

Number of students: 4A – 22 pupils ; 4B – 20 pupils
Marking scale – 4 5 6 7 8 9 10
Grades
obtained 4A – experimental group 4B – control group
2 grades of 4
2 grades of 5
7 grades of 6
6 grades of 7
3 grades of 8
2 grades of 9 1 grades of 4
2 grades of 5
7 grades of 6
5 grades of 7
3 grades of 8
2 grades of 9

Test score
6,54
6,65

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The results obtained at the initial test by the two 7th grade groups have been registered in
the following table :

As it can be seen for all the levels, the results at the initial tests of both groups are quite
similar, fact which shows that there are slight language differences between the two groups. Both
groups (the control and the experimental ones) were thus found to be homogenous in terms of
language abilities.
4.2.1.2. The experimental phase
In the next phase of the experiment b oth groups received instr uction. The teaching
materials for the deductive group are included in List A, while the materials used for the
inductive group can be found in List B.
The deductive group received metalinguistic information and the rules underlyin g the
grammatical concepts. Afterwards, the concepts were illustrated by means of examples. The
inductive group, on the other hand, did not first receive rules on metalinguistic information but
were immediately presented with some dialogues/real life contexts and students w ere asked to
observe how the new grammar structures are formed. Motivational techniques in teaching
English grammar through games and different communicative activities have been applied to the
experimental class in order to prove that the hypothesis state d at the beginning of the
pedagogical research was right. Aspects such as the students’ motivation towards learning, their
attitude towards the teaching methods and the improvement in their fluency and accuracy when
communicating in a foreign language have been under analysis. Number of students: 8A – 18 pupils ; 8 B – 18 pupils
Marking scale – 4 5 6 7 8 9 10
Grades
obtained 8A – experimental group 8B – control group
2 grades of 4
4 grades of 5
4 grades of 6
4 grades of 7
2 grades of 8
2 grades of 9 2 grades of 4
4 grades of 5
4 grades of 6
5 grades of 7
2 grades of 8
1 grades of 9
Test score
6,33
6,22

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List A:
Prese nt Tense Continuous
Grade : 4th
Level: Elementary
Time: 50’
Interaction: S-T, S-S, T-S.
Aims: – students will be able to identify present tense continuous
– practise the affirmative, negative and interrogative forms of present tense continuous in
both speaking and writing

Presentation:

I. Affirmative form : Subject + BE (present) + V -ing

Long forms: I am writing
You are writing
He/she/it is writing
We are writing
You are writing
They are writing
Short forms: I’m writing
You’re writing
He/she/it’s writing
We’re writing
You’re writing
They’re writing

Interrogative form : Be + subject + V- ing?
Am I writing?
Are you writing?
Is he/she/it writing?
Are we writing?
Are you writing?
Are they writing?

Negative form : Subject + be+ not+ V- ing
Long forms: I am not writing
You are not writing
He/she/it is not writing
We are not writing
You are not writing
They are not writing
Short forms: I’m not writing
You aren’t writing
He/she/it isn’t writing
We aren’t writing
You aren’t writing
They aren’t writing

II. Spelling rules:
Listen + ing – listenin g
Die (ie – y) +ing – dying
Write + ing – writing
Hop + ing – hopping

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III. It is used for:
1) actions which are happening at or around the moment of speaking :
I’m doing the washing up now.
She’s working hard nowadays.
2) temporary situations:
I’m staying with a friend this week.

Practice (suggested activities):

I) Add -ing to the following verbs so as to create present tense continuous forms:
wake, get, tie, find, say, lie, hit, leave, cut, know, drive, pla n, hide, put, give, try, read, swim,
become .

Vb+-ing Ie-y +-ing Vb. ending in e + -ing Vb. ending final
consonant
+-ing

II) Put the verbs in the present tense continuous:
1) Look! It (rain)………………….
2) They (watch)………………….. the news on TV.
3) What…….. Helen (do)…………at the moment?
4) Mat (not wait)………………..for the bus.
5) The chef (not cook)………………….anything today.

III) Find the mistakes in the following sentences:
1) Jessica reading a comic book right now.
2) They are eat dinner at their favourite restaurant right now.
3) I watching a movie, so please be quiet!
4) We isn’t going to the city.
5) The baby is cry so loudly! I can’t do my homework.

IV) Put the unjumbled words in the correct order, so as to mak e coherent sentences in the present
tense continuous:
1) mum’s/ in/breakfast/kitchen/the/making.
2) air/isn’t/again/ conditioner/ working/the.
3) to/and/the/waving/ the/smiling/ is/queen/crowd/and.
4) you/doing/anything/at/moment/are/the?
5) many/for/work /these/looking/people/ young/so/are/days.

V) Choose the correct variant: (multiple choice)
1) You ………………late for the meetings.

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a) are coming b) are going c) are playing
2) Mary …………. with her friends.
a) is eating b) is talking c) is stopping
3) Jo hn …………..with the dog.
a) is eating b) is washing c) is playing
4) The children ………………….cartoons.
a) are watching b) are drinking c) are speaking
5) He …………………..dinner.
a) is having b) is skating c) is riding

Production (suggested activities):

I) Fill in the right question tags:
1. I am playing hopscotch… …………….?
2. You are being rude to your family today, …………?
3. She isn’t cooking an apple pie now, ……………..?
4. He is watching his favourite serial, ………………?
5. You aren’t working outdoors, ………………..?

II) Translate the following sentences into English, using present progressive:

1) Noi cântãm acum, avem ora de muzicã.
2) Mary încearc ã sã rezolve problema?
3) Mama g ãtește o sup ã de legume.
4) Ea poart ã o rochie ro șie foarte frumoas ã.
5) Eu nu cump ãr o pereche de blugi acum, cump ãr o rochie.
III) Give short answers: Model: Is John swimming in the river?
Yes, he is./ No, he isn’t.
1. Jerry/come/to Disney World/ No.
2. You/try/to finish/the dresses/No.
3. Michael and Jordan/spend/holiday/in Paris/Yes.
4. You /travel/by coach/Yes.
5. We/write/our compositions/ No.

IV) Work on the model:
These editors are publishing very interesting articles. (poems)
These editors are not publishing very interesting articles, they are publishing poems.
1. The workers are wearing blue coats. (green)
2. I am teaching primary school pupils. (highschool)
3. I am trying to learn the poem right now. (song)
4. My grandfather is working in the garden. (my grandmother)
5. You are building a chalet this spring. (summer)

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Second Conditional
Level: Intermediate
Grade: 7 th
Time: 50’
Interaction: T -S, S-T, S-S.
Anticipated problems : – students may make errors using would in the conditional clause
– students may not hear/noti ce the contracted forms (I’d go there if… )
Aims: – to raise awareness of the role of second conditionals
-to enable students to use second conditional accurately

Presentation:
We use the second conditional to talk about unreal or hypothetical situations that are
unlikely to happen.
The subordinate clause (If -clause) has the verb in the past simple. The main clause has the verb
in the conditional form – would + infinitive.

Examples: "If I studied harder, I would get better results."
"If it stopped raining, I would go for a walk."
"If we won the lottery, we would buy a new car."
"If you didn't drink so much coffee, you would sleep better."
"If I were you, I'd buy that car."
Note: The correct form of the verb ‘to be’ in the if -clause, is were for all the persons , but was is
also possible, and i s often used in spoken English . (e.g. I would eat that muffin, if it were/was
mine ).

Practice (suggested activities):

I. Put the verbs into the right form:
1. I would buy a new car if I (have)……… money.
2. If I (know) ………….the truth I would be very happ y.
3. If I were a crocodile I (sleep)……….. all the time.
4. I would go to the ball if I (buy)………….. a nice dress.
5. Would you eat bananas if you (be)………….. a monkey?

II. Match the sentence halves, to make logical conditional sentences:

1. The kite would fly a) if he had time
2. The boat would float b) if he knew the lesson
3. Mike would write c) if you lost your job?
4. The teacher would go with us on a trip d) if the rope were longer
5. How would you feel e) if it weren’t broken.

III. Choose the correct variant, so as to create second conditionals:
1. If I ………………….(work) harder, I ……………… (not ask) my parents money.
a) worked, would ask
b) worked, wouldn’t ask

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c) work , wouldn’t steal
2. If my sister …………… (win) a trip to Greece, she……….. (take) me with her.
a) won, would take
b) won’t, would take
c) won, would taken
3. If Sandra ……………… (buy) a helicopter, her friends…………. (be) happy.
a) buy, would were
b) bought, would be
c) buyed, would been
4. If Lucas …………… (can turn) back time, he …………(become) a hairdresser.
a) can turned, would become
b) could turn, would become
c) could turned, would became
5. My uncle …….. ………… (not declare) any wars if he ……………………. (be) the president of the
USA.
a) would declare, was
b) wouldn’t declared, be
c) wouldn’t declare, were

Production (suggested activities):

I. Finish the conditionals:
1) If I were the millionaire…………..
2) If you loved me……………
3) If I were to live in another country,…………………..
Or give the main clause:
1) I would stand on my head if……………
2) We would all be very ill if……………..
3) Our teacher would be delighted if……………….

II. Translate into English, using second conditional:
1. Dac ã aș fi in locul t ãu, aș chema poli ția.
2. L-am invita pe Tom la fiecare petrecere dac ã nu ar fi atât de ocupat.
3. Dac ã mi-ai spune despre problemele tale, te -aș putea ajuta.
4. Aș merge la plimbare cu tine dac ã nu ar ploua.
5. Dac ã Ellen și-ar lua medicamentele la timp, și-ar reveni în câteva zile.

III. Give advice for the following situations, using if I were you :
1. I feel ill!
2. I’m really tired.
3. I haven’t got any friends.
4. Somebody has stolen my car .
5. Otto wants to buy my motorbike.

IV. Rephrase the sentences beginning with IF:
1. My parents don’t live near here, so I don’t see them at the weekends.

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If…………….
2. We won’t play cards because Jane and Peter aren’t here.
If Jane…………………
3. We haven’t got enough money, so we won’t buy a new car.
If…………………..
4. Fred doesn’t answer letters, so I don’t write to him.
If………………….
5. I won’t take your photo because I can’t find my camera.
If……………….

List B:
Present tense continuous

LEAD IN:
Warm -up: listening activity: song: I am sailing by Rod Stewart
The students get handouts with the song and they are asked to fill in the blanks with the
verbs they hear.
or:
Picture dictation :
It is a lovely summer day in the park. The sun is shining and the birds are singing in the
trees. The butterflies are flying in the air. The boys are playing with a ball and the girls are
skipping the rope. Their grandparents are sitting on the green benches . The girl in the blue dress
is feeding a dog. The boy with a green T -shirt is eating an ice cream. The woman with the red hat
is pushing a pram with a baby in it.
* The students are asked to draw on separate sheets of paper, which they will later stick
to the blackboard and compare.

INPUT: Write the affirmative, interrogative and negative forms of present tense continuous on
the board. The teacher explains that it is used for:
1) actions which are happening at or around the moment of speaking:
I’m doing the washing up now.
She’s working hard nowadays.
2) temporary situations:
I’m staying with a friend this week.
The teacher invites the students to give other examples of their own, by answering the question:
What are you doing now?

Suggestions for OUTPUT:
I) The students are asked to create Wh-questions about t he text above for the following
underlined words:
The birds are singing in the trees.
The butterflies are flying in the air .
The boys are playi ng with a ball.
Their grandparents are sitting on the green benches .
The boy with a green T -shirt is eating an ice cream.

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2) The students are asked to make comments on the sentences below, using present tense
continuous, as in the example: – creative activity
Model: Grandpa is in the garden.
He is watering the flowers.
1) Grandma is in the kitchen.
2) My sister is in front of the TV.
3) Bob and Tim are in the park.
4) The girls are in the shop.
5) Mr. Brown is in his office.
* any logical comment is accepted

3) Guessing – mimes : One student comes in front of the classroom and mimes an activity on a
cue-card and the others try to guess what he/she is doing.
Mimes:
1. You are opening a tin.
2. You are making a cup of tea.
3. You ar e watching a comedy on TV.
4. You are trying to catch a mosquito.
5. You are reading a very sad story.

4) Present continuous pictionary – drawing: Someone is drawing on the blackboard an activity
and the others try to guess what he/she is doing: A man is throwing a javelin. It can also enter the
competitive games category, if it turns into a drawing race between teams.

5) Remembering pairs/memory game:
Materials : Sets of small cards made up of matched pairs of identical pictures. Each pair de picts a
person or animal doing some easily identified action: a man/dog running; a girl/cat eating etc.
There should be at lea st 20 pairs.
Procedure : Students work in small groups of not more than four participants. Each group has a
set of cards, which are randomly distributed between them, face down. T he first participant turns
over any of the two cards and describes the pictur es revealed in brief present progressive
sentences:
e.g. They are fighting.

6) What does it sound like? (identifying game)
Materials : a recording of series of sounds (footsteps, running water, a door slamming, a man
snoring and so on). You can make this yourself at home.
Procedure : Play the sequence of sounds, bit by bit, stop each aft er each and ask the students to
write what they think is happening. Then hear and compare the different versions.

7) Silhouettes
Materials : a series of silhouettes showing people in the process of some action. These may be
made easily by sticking magazine pictures of suitable figures on black paper, then cutting out.
The resulting silhouette may be then stuck on a background o f white paper.

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Procedure : Present the first silhouette and invite students to guess what sort of a person it is and
what he or she is doing.
e.g. He is playing the piano.
She is carrying her schoolbag.

8) Imagination
Procedure: Ask students to imagine a place where you would like to be. Ask them to close their
eyes and imagine this place in detail. e.g. What are they doing? /
Where are they sitting or standing? Then ask volunteers to read or tell about the place where t hey
would most like to be.

9) Diaries : The students are asked to write a paragraph from a diary page: e.g. These days I’m
…………….

10) Picture search : match the pictures to the sentences they hear/see stuck on the blackboard or
in a magazine as quickly as they can. Exampl e: A man is wearing sunglasses/ The dogs are
chasing a cat.

11) Angry swimming, happy hair brushing
Procedure: Have two envelopes, one with verbs and one with emotions. Students take one card
from each envelope and must perform the gesture, it is simple and very amusing. The students in
the audience must guess what the emotion is and what the action is. Whoever guesses it gets to
perform, wins a point for team. Examples:
angry /swimming
happy /hairbrushing
sleepy /d ancing
afraid/ clean ing
surprised /playing a guitar

12) Jigsaw: labeling
Procedure : Divide the class into 5 person expert groups. Appoint one student from each group as
a leader. Give each group a label, representing different rooms of a house: living room, kitchen,
bathroom, balcony, and bedroom. Encourage them to write as many activiti es as they can for
each room. Finally, the leaders present their sentences and stick them in the right room of the
house drawn on the blackboard.

13) Clustering
Procedure: Each student is given a card with activities done i n different places. Pupils move
around and if they decide there is a link between their sentences they form a cluster. Then pupils
may give their cluster a name: At school/ At the party/ Jobs. Finally, the children are presenting
their groups.

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Conditi onal Type II
LEAD -IN:
The teacher draws a picture of herself with thought bubbles of lots of money, a sports car, a
big house and a world map.
I tell my students what I a m thinking about and then introduce the target language.

INPUT: If I had a lot of money, I would buy a sports car and a big house.
I practise and drill the sentence orally before writing it on the board (positive, negative, question
and short answer). I then focus on form by asking the students questi ons. ( e.g. “What do we use
after if?” and on meaning by asking the students questions to check that the y have understood the
concept ( e.g. Do I have lots of money? No. What am I doing? Imagining.)

Suggestions for OUTPUT:
1. Split sentences : in pairs match the sentence halves. Example: If I won the lottery, …. I’d travel
around the world.

1. If it were New Year’s Eve a) we still wouldn’t pass the test.
2. If I got a pet b) I would be at a party
3. If you won the lottery c) it would have to be a cat
4. How would your life be different d) if it were 1700 ?
5. If we studied all night e ) what would you do with the money?

2. Moral Dilemmas
Second conditionals are used in real life to talk about questions like:
-If you saw that the person sitting next to you had a gun in their belt, what would you do?
-What would your life be like if you had been born the opposite sex?
-What would you do if you won free flights for a year?
-What would you do if your mother won ten million dollars i n the lottery?
-If your doctor told you that you had one year to live, how would you change your life?

3. Guess My Answer
Give students a list of deals such as “If I gave you 1,000 pounds, would you do my washing up
for a month?” and get them to guess w hat their partners will say before they ask the question.
They can then make up similar sentences specifically to elicit a particular response, e.g. “Would
you give me your life if I gave you my bicycle?” to obtain a “No, I wouldn’t.”

4. Tic-Tac-Toe games are a fun way for students to practise their English while enjoying some
competition.
Distribute the tic -tac-toe sheet. Students complete the sentence with one of the conditional forms.
Students score an X or O for each sentence that is grammatically cor rect and makes sense. The
game can be played in pairs or teams while the teacher goes around the room checking answers.

94

5. Sentence Completion
Give students at least fifteen second conditional sentence starters such as
“If I had four legs” or “If I were the richest person in the world” or “I would feel _______ if the
internet disappeared” or phrasal verbs “If _______, I would get on much better with him/her”.

6. Problem Solving
-What would you do if you were stuck on a desert island?
-What would you do if you had a can of food but no can opener?
-What would you do if flood waters cut your house off?” or
-What would you do if all electronic communication permanently broke down?” People can then
debate which idea is best and/or vote on the best idea.

7. If I Were You
A fun activity on giving advice can be used with second conditional phrases like “If I were
you,…”, “If I were in your place,…” and “If I were in your shoes,…”. Possibilities include
writing agony aunt letters, giving deliberately bad advice, and guessing the problems from the
advice given.

8. Songs with 2nd conditionals:
If I had a million dollars – The Barenaked Ladies
Dandelion – Baby Woodrose
The students listen to the songs and are asked to fill in the gaps of the lyrics on the h andout with
2nd conditionals.
9. Role play:
Characters: Jane and John. They are about to get married, but John has arrived at the wedding
looking horribly. Make sentences, describing what John would have to do, to make Jane happier
about his appearance e.g.
If you took off your sunglasses, you would look much better.

95
I would really appreciate it if you shaved.
If you wore a silk handkerchief, you would look more elegant.
I wouldn’t be so ashamed if you didn’t have such a big stain on your suit.
I would f eel better if you weren’t so grumpy.

10. Jokes:
Complete the jokes by putting the verb in brackets in the right form, to create second
conditionals:
‘If you (have)……………20 apples in your right hand and 30 in your left, what you (have)? ’
‘Sore arms ’.

A do ctor asked three men what they (do) ……………if he (tell)……….them they only had one
month to live.
‘I (stop)………….work, live quietly and prepare to die ’, replied the first man.
‘I (take) ………..all my money out of the bank and spend it all ’, said the second man.
‘I (get) …………….a second opinion ’, said the third man.

‘What……….. you (do)……… if you were in my shoes? ’
‘Polish them. ’

‘What (happen)…………..if I cut off your left ear? ’
‘I (not be able) ………….. to hear. ’
‘And what (happen)…………… if I cut off your right ear? ’
‘I (not be able)…………to see. ’
‘Why? ’
‘Because my glasses (fall)…………..off. ’

11. Think of a famous person you’d like to meet and ask him/her questions.
e.g. If I met the queen, I’d ask her what she does in the evenings.

12. Eyes
Procedure: Ask a student to draw a head in profile on the board. Ask the student to add another
pairs of eyes in the back of the head. Then the teacher writes a sentence on the bla ckboard
beginning with:
If people had eyes in the backs of their heads, they would/’d/could/might + infinitive ……and
they are asked to finish the sentence. The group with the most interesting versions is the winner.
e.g. If people had eyes in their backs, they could read two books at once.
If people had eyes in their backs, they would not need driving mirrors.
If people had eyes in their backs, they would be really good policemen.
If people had eyes in their backs, they could kiss some one while looking away.
13. Consequences Chains
The students are divided into 5 groups and each is given the same sentence.
The students write on a flipchart the consequences of that action and the consequences of the
consequences, e.g. “If you were stil l in bed now, you’d oversleep and feel groggy when you
woke up”, “If you felt groggy when you woke up, you’d drink 3 cups of coffee”, “If you drank
three cups of coffee, you’d get chest pains”, etc. They continue until they reach a certain number

96
of steps or come to a natural conclusion. At the end a member of each group presents their
product. It can also turn into a competitive game and the winner is the group with the most
sentences.

4.2.1.3. Post-experimental phase: Analysis and i nterpretation of results
Finally, a post -test was given to both groups, after the completion of the experimental
phase. This post -test was administered to assess the progress of each class after the deductive,
respectively inductive teaching. The control groups received the same tests as the pre -tests, while
the experimental groups were administered a different one, consisting of communicative
activities, selected from List B above. The post -tests followed the same aims as the pre -tests.
The grades obtained at t he final test by the two 4th grade groups have been included in the
following table :

Number of students: 4A – 22 pupils ; 4B – 20 pupils
Marking scale – 4 5 6 7 8 9 10
Grades
obtained 4A -experimental 4B – control
2 grades of 6
7 grades of 7
4 grades of 8
4 grades of 9
5 grades of 10 2 grades of 6
6 grades of 7
5 grades of 8
3 grades of 9
4 grades of 10
Test score
8,13
8,05

The final scores of the two 8th grade groups are listed below :

Number of students: 8 A – 18 pupils ; 8 B – 18 pupils
Marking scale – 4 5 6 7 8 9 10
Grades
obtained 8A experimental group 8B control group
1 grades of 6
4 grades of 7
3 grades of 8
8 grades of 9
2 grades of 10 2 grades of 6
10 grades of 7
8 grades of 8
7 grades of 9
2 grades of 10
Test score
8,33
8

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Diagram 1: Comparative graphic representation showing the progress of the experimental class 4th

Diagram 2: Comparative graphic representation showing the progress of the experimental class 8th

Unlike the initial tests, in which there were slight differences in the results, at the final
tests t he results are quite different, the final tests of the groups that were taught through
motivational a pproach being remarkably better.

6.33 8.33
6.22 8
6 6.5 7 7.5 8 8.5 9
Experimental – Pretest
Average 6.33
Experimental – Posttest
Average 8.33
Control – Pretest Average 6.22
Control – Posttest Average
8.00

6, 54 8.13
6.65 8, 05
6 6.5 7 7.5 8 8.5 9
Experimental – Pretest
Average 6.54
Experimental – Posttest
Average 8.13
Control – Pretest Average
6.65
Control – Posttest Average
8, 05

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Diagram 3: Overall distribution of the results of all the classes involved in the experiment.

Interpretation of the Students’ Results
After the four classes under study (both the control and the experimental one s) were
given the final test, the results were analyzed and the differences in the students’ e ducationa l
performance were discussed upon. The aim was to determine whether any significant d ifference
could be found regarding the ef fectiveness of the deductive versus inductive approach in learning
English.
This study has demonstrated , first of all, that both the deductive and the inductive group
performed significantly better in the post -test as compared to the pre -test. As the results in the
tables above show, there are significant percentual differences between the results of the final
tests in all classes, both the experimental and the control one s. Thus, the first hypothesis – that
the sample group as a whole would progress – was well supported.
Secondly, ac cording to the results in diagrams 1, 2, 3, the difference between the two
groups (irrespective of th eir level) in terms of motivation was significant. Thus, considering b oth
tests, the results were obviously favo urable to the experimental class. There is a clear increase in
the level of the experimental class after the students were subjected t o all kind s of motivational
teaching methods, as shown in the diagrams above . The second hypothesis was that the
motivational approach would result in larger gain scores and more durable learning as compared
to the traditional treatment – and it has been proved by t he results.
Thus, I have justified, to my own satisfaction , what was a merely intuitive preference for
the teaching of English through motivation .
6.54 8.13
6.65 8.05
6.33 8.33
6.22 8
6 6.5 7 7.5 8 8.5 9
IV A VIII A
Experimental – Pretest IV A VIII A
Experimental – Posttest IV B VIII B
Control – Pretest IV B VIII B
Control – Posttest

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Considering the results of the students in the experimental class es in the tests they took ,
one can easily see that their level of knowledge and aspiration has increa sed much more than the
students’ in the control class es level of knowledge and aspiration . Due to the experimental factor
introduced to the experimental class es, the difference between t he results of the initial and the
final tests has been considerably greater than in the case of the control class es. The percentual
difference between the two classes states the fact that the modern teaching methods used
throughout the experiment have reac hed their goals; the students’ motivation for learning has
increased and their performance in the English language has improved.
This experimental research approached the issue of improving the students’ performance
in English by resorting to modern teachi ng methods, to the detriment of the traditional ones. The
tables and diagrams above which comparatively illustrate the results of the experimental and the
control class es in the initial and final tests have allow ed me to conclude that the premise of the
research has been confirmed.
In conclusion, the results have shown that t eaching students language structures in
English through alternative, innovative , motivating techniques that stimulate the students’
creativity and imagination, meet each student’s differ ent styles of learning needs and which are
able to identify and ameliorate the weak poin ts on time has led to considerable improvement in
the students’ educational performance.

4.3. Administration and interpreta tion of questionnaires on the two types

of approaches:
After the experiment, the classes that had been taught deductively were presented the
same material inductively and vice versa, so that al l students could eventually be familiarized
with both approa ches.

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Questionnaire 1

Questionnaire 2:

Attitude – Intrinsic motivation
1) I think learning English is ( easy __ __ __ __ __ very difficult ).
2) I think learning English is ( boring __ __ __ __ __ fun)
3) I ( really like __ __ __ __ __ don’t like) the sound of English.
4) I ( don’t want __ __ __ __ __ want ) to study abroad someday.
5) I will ( often __ __ __ __ __ never ) need to use English in my daily life.
6) I will ( never __ __ __ __ __ often ) need to use English for my future job.
7) If I had a choice I ( would __ __ __ __ __ would not ) study English.
8) My parents ( want __ __ __ __ __ don’t want ) me to study English.
9) Most of my friends ( enjoy __ __ __ __ __ dislike ) learning English.
10) Speaking English is ( not important __ __ __ __ __ very importa nt). Strongly
disagree Disagree Unsure Agree Strongly
agree
1. Grammar should be explained at the start of
each language lesson
2. Correcting learners’ spoken grammatical
errors in English is one of the teacher’s key
roles
3. Grammar exercises help learners use the
grammar fluently when they speak
4. Grammar learning is more effective when
learners work out the rules for themselves
5. Grammar should be taught in separate
grammar lessons rather than integrated with
the teaching of other language skills
6. In teaching grammar, one of the teacher’s
main roles is to explain the rules
7. Research on second language learning can
help teachers find the best way to teach
grammar
8. Learners’ grammatical errors are a natural
part of the language learning process
9. There is no “best” way to teach grammar
10. Using games and songs in grammar classes
can be time -consuming

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Interview questions :

Q1: Which approach did you find more interesting?
Q2: Which approach did you consider more useful? Why?
Q3: Would you like to learn grammar using a motivational approach or a deductive approach?
Q4: What were the difficulties enc ountered when learning grammar using an inductive
approach? How did you overcome them?
Q5: What kind of students do you think are suitable for an inductive approach to learning
grammar? Why?
Q6: How are the inductive activities different from what you have been involved in during the
normal English classes.

The results of the interview show that the students were “seduced” by the activities used
to keep them motivated and they definitely preferred the motivational approach. They admitted
that these lesson s were different from their usual routine and also more useful and thus the
students’ interest and motivation grew more and more.
With reference to the Intrinsic Motivation Questionnaire attitude , all the students
manifested this type of motivation and str ongly believing in the importance and usefulness of
learning English. They learn it for pleasure and realize it does not bring only short -term benefits,
but also long -term advantages.
The results of the interviews and questionnaires showed that 9 out of 1 0 pupils responded
that they preferred the inductive, motivational approach and found it more effective in learning
English grammar. Indeed, it can help students rediscover their subconscious knowledge of
English grammar and bring it to consciousness, as t he grammar of a language is acquired through
abstracting a set of grammatical rules from language data, rather than through imitation. In
addition, the inductive teaching of grammar through game activities can lower students’ anxiety,
it is a highly entert aining and motivating way of teaching grammar and it involves equal
participation from both slow and fast learners. They can be adjusted to suit the individual age
and language levels of all the students. In addition, they can be used in any language teach ing
situation and with all skill areas. Under no circumstances do they prevent students from
acquiring the grammar structures presented. Fortunately, all the students realized that they are
fun and full of pedagogical value. The purpose of my research was thus served.

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Final conclusions

Motivation is one of the most important factors in foreign language learning and
teaching, which is why teachers have always tried to find new approaches and strategies that
introduce practical uses of EFL in the classroom. Without motivation, even the most gifted
students cannot reach a high level of achievement and cannot accomplish goals. On the other
hand, motivation can make up for some language deficiencies.
As the research presented in this paper, motivation in the EFL classes is influenced by
some factors that the teacher should take into account: the goal (the reason why they learn
English), the people around them, the affect, the attitude, the teacher, their achievement, the
society they live in, the metho d of teaching etc. Students can be motivated to learn EFL either
extrinsically or intrinsically. The ideal way is to maintain their natural intrinsic interest in the
activities, because learning is more effective and it facilitates independence in learning .
Following the theoretical perspectives analyzed within the first two chapters, I have
focused on two approaches. Judging from a behaviouristic approach, it has been considered that
the students’ behaviour can be observed and manipulated, focusing on the idea that achievement
must be monitored and that frequent feedback is crucial in motivating and guiding the learner.
From the pedagogical perspective, motivation is aroused by some key elements: encouraging
creativity, adapting the content to the students ’ age and interest, developing their responsibility,
involving them in class decisions, encouraging them, being fair, creating realistic belief etc.
English language learning is one of the most face -threatening school subjects, because of
the pressure of h aving to operate using a rather limited language code. They are forced “to
babble like children” and this can affect their personality. That is why teachers should create a
pleasant and supportive classroom atmosphere. There are some factors that can lead to effective
learning, such as: classroom design and colour, desk layout, light, change in predictability and
routine, an atmosphere free of pressure and stress, stimulate all senses, use of humour etc.
In addition, the teacher’s behaviour should be appro priate. He/she can do this through our
enthusiasm, commitment, relationship with our students, as well as with their parents. Last but
not least, encouraging risk -taking and accepting challenges is essential, as it leads to personal
growth, develops new sk ills and increases self -esteem.

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It is essential to arouse students’ interest in EFL, but once created, motivation should be
nurtured all through the teaching and learning process. We, as teachers, can engage students
through songs, poems, discussions, pic tures, stories, jokes, rhymes etc. We can also do this by
promoting some positive EFL -related values and attitudes, by pointing out challenging,
fascinating aspects of ELT as well as developing an open -minded, cosmopolitan interest in
English.
On the othe r hand, I have shown that teachers can maintain motivation by making
learning stimulating and enjoyable, increasing the involvement of the students, breaking the
monotony of learning, providing experiences etc. Last but not least, rebuilding discouraged
students’ confidence and willingness to learn is also vital. They need to be supported,
encouraged and eventually they make steady progress. All students make mistakes, but they
should respond to failure with renewed motivation rather than discouragement.
Teachers can achieve all these through motivating, less -inhibiting activities, such as
games. They have an essential role in EFL teaching, whether they are linguistic, communicative,
competitive or cooperative. First of all they bring real world into the cl assroom, they lower
anxiety, encourage shyer students to take part, they can involve all basic language skills, build a
cooperative learning environment. All in all, they enhance students’ use of English in a flexible,
communicative way. Teachers should ta ke care when and how to use the games. They can be
used as warm -ups, as introduction for new vocabulary or as a review exercise at the end of a
lesson or chapter. They should be at the heart of teaching foreign languages, not marginal
activities.
In the la tter part of the paper, the experimental part, I have tried to demonstrate that
teaching English communicatively through games and other motivational activities as compared
to the traditional, deductive approach is more efficient in EFL learning.
This has been shown by the results at the post -test. The control group received instruction
deductively, while the experimental group was presented the new language through dialogs, real –
life contexts etc. Considering the final tests, the results have been obviousl y favourable to the
experimental classes. Thus, I have justified through this experimental research that the students’
performance in English has greatly improved by using innovative, alternative, motivational
strategies such as games.

104
This ha s also been proved by the analysis of the interview and questionnaires, which
showed that the students definitely preferred the motivational approach, which was diff erent
from their usual routine and their intrinsic motivation to learn EFL grew more and mo re.
Considering some of the motivational aspects in this research I found out that students’
interest in learning English increases as the methods and processes used are new, attractive and
diversified.
During the next school year I will continue the research in students ‘motivation in
learning English applying different teaching methods and processes in order to find out as many
ways that students ‘interest in learning English increases.

105
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