TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS

Research literature consistently suggests that EFL (English as a foreign language) students’ motivation is affected by some teaching factors (Falout et al., 2009; Kim et al., 2018; Lamb, 2017). The main purpose of this study is to identify exactly which teaching factors adversely affect students’ mo...

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Autor principal:	Moriam Quadir
Formato:	article
Lenguaje:	EN
Publicado:	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN) 2021
Materias:	bangladesh efl context english teachers students’ de/motivation students’ perceptions Language and Literature P Philology. Linguistics P1-1091
Acceso en línea:	https://doaj.org/article/14f633bbc53c455490d2366bf99e8856
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spelling	oai:doaj.org-article:14f633bbc53c455490d2366bf99e88562021-11-24T16:32:51ZTEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS0215-773X2356-264110.15639/teflinjournal.v32i2/295-315https://doaj.org/article/14f633bbc53c455490d2366bf99e88562021-11-01T00:00:00Zhttp://journal.teflin.org/index.php/journal/article/view/1560https://doaj.org/toc/0215-773Xhttps://doaj.org/toc/2356-2641Research literature consistently suggests that EFL (English as a foreign language) students’ motivation is affected by some teaching factors (Falout et al., 2009; Kim et al., 2018; Lamb, 2017). The main purpose of this study is to identify exactly which teaching factors adversely affect students’ motivation to study English at higher secondary (HS) level (grade 11 and 12) in Bangladeshi EFL context. To collect qualitative data an interview protocol was developed based on the teaching factors identified in some selected studies conducted in Asian EFL contexts (Kikuchi, 2009; Sakai & Kikuchi, 2009; Trang & Baldauf, 2007; Quadir, 2017). A total number of 40 grade 12 completers were interviewed to collect students’ perceptions. Miles and Huberman’s (1994) qualitative data analysis procedure was applied to analyze the data. From the analysis five distinct factors, which adversely affect students’ motivation, are identified in descending order: teachers’ instructional styles and teaching method, private tutoring, teachers’ personality and behavior, teachers’ competence and classroom management, and teachers’ attitude and commitment. Most of these factors comprise further sub-components which detect the underlying sources of students’ disinterest. For amelioration of the situations some feasible implications are discussed addressing the identified factors.Moriam QuadirAssociation for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)articlebangladeshefl contextenglish teachersstudents’ de/motivationstudents’ perceptionsLanguage and LiteraturePPhilology. LinguisticsP1-1091ENTEFLIN Journal, Vol 32, Iss 2, Pp 295-315 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	bangladesh efl context english teachers students’ de/motivation students’ perceptions Language and Literature P Philology. Linguistics P1-1091
spellingShingle	bangladesh efl context english teachers students’ de/motivation students’ perceptions Language and Literature P Philology. Linguistics P1-1091 Moriam Quadir TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS
description	Research literature consistently suggests that EFL (English as a foreign language) students’ motivation is affected by some teaching factors (Falout et al., 2009; Kim et al., 2018; Lamb, 2017). The main purpose of this study is to identify exactly which teaching factors adversely affect students’ motivation to study English at higher secondary (HS) level (grade 11 and 12) in Bangladeshi EFL context. To collect qualitative data an interview protocol was developed based on the teaching factors identified in some selected studies conducted in Asian EFL contexts (Kikuchi, 2009; Sakai & Kikuchi, 2009; Trang & Baldauf, 2007; Quadir, 2017). A total number of 40 grade 12 completers were interviewed to collect students’ perceptions. Miles and Huberman’s (1994) qualitative data analysis procedure was applied to analyze the data. From the analysis five distinct factors, which adversely affect students’ motivation, are identified in descending order: teachers’ instructional styles and teaching method, private tutoring, teachers’ personality and behavior, teachers’ competence and classroom management, and teachers’ attitude and commitment. Most of these factors comprise further sub-components which detect the underlying sources of students’ disinterest. For amelioration of the situations some feasible implications are discussed addressing the identified factors.
format	article
author	Moriam Quadir
author_facet	Moriam Quadir
author_sort	Moriam Quadir
title	TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS
title_short	TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS
title_full	TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS
title_fullStr	TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS
title_full_unstemmed	TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS
title_sort	teaching factors that affect students’ learning motivation: bangladeshi efl students’ perceptions
publisher	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN)
publishDate	2021
url	https://doaj.org/article/14f633bbc53c455490d2366bf99e8856
work_keys_str_mv	AT moriamquadir teachingfactorsthataffectstudentslearningmotivationbangladeshieflstudentsperceptions
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TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS

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