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Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement
MERCÈ BERNAUS QUERALT, ANNIE WILSON, ROBERT C. GARDNER
Received: 14 September 2008 / Accepted: 31 January 2009
Porta Linguarum 12, junio 2009
ISSN: 1697-7467
The purpose of this study was to investigate student motivation and achievement in English and their relation to teacher motivation and strategy use in the classroom. Research participants were 31 teachers in Catalonia (Spain) and the 694 students in their classes. The unit of analysis was the English class.
The results of our study suggest that teacher motivation is related to teacher use of motivating strategies, which in turn are related to student motivation and English Achievement. Thus, any change in the educational system that promotes higher levels of teacher motivation should result in improved levels of education of the students.
