The use of motivational strategies in EFL classrooms : a comparative study of Vietnamese and Finnish EFL teachers

Abstract

The thesis describes a comparative research of motivational strategies in English as Foreign Language (EFL) classrooms of Vietnamese and Finnish teachers. The aim of the study was to understand individual teachers’ motivational strategies in the classroom and analyze strategies cross-culturally in the two contexts and describe the teachers’ difficulties and challenges in motivating students. Semi-structured interviews were conducted with three Vietnamese EFL teachers and three Finnish EFL teachers. The interview data were analyzed inductively using qualitative content analysis method to build up the motivational strategy dimensions which were also partly based on Dörnyei’s motivational strategies. The research found that Vietnamese and Finnish teachers have similar motivational strategy dimensions mostly in creating basic motivation, generating initial motivation and encouraging positive self-evaluation. The most outstanding differences were mainly strategies teachers used to maintain and protect student motivation. While Vietnamese teachers faced challenges from the educational system, curriculum, schools, textbooks, standardized tests, Finnish teachers faced challenges from the students.