An Investigation into the Differential Use of Motivational Strategies by EFL Teachers in Physical and Virtual Teaching Environments: The Mediating Role of Teaching Styles
DOI:
https://doi.org/10.61227/whg77473Keywords:
Physical Teaching, Motivational Strategies, Virtual Teaching, Teaching StylesAbstract
Motivation serves as a fundamental factor in the successful acquisition of a second or foreign language. Concurrently, teaching styles—as a recent development in the conceptual frameworks and underlying assumptions within the field of L2 teacher education—have considerably shaped our understanding of L2 teacher learning and the knowledge base. To this end, the present study investigated whether there are significant differences in the motivational strategies employed by Chinese EFL teachers in physical versus virtual teaching contexts. Additionally, the study sought to determine whether significant differences exist among Chinese EFL teachers' motivational strategies with respect to their teaching styles. A total of 210 Chinese EFL teachers completed questionnaires on motivational strategies and teaching styles. Among these 210 teachers, 108 (who conducted 8 out of 10 classes virtual) were primarily engaged in virtual instruction, while 102 (who conducted 8 out of 10 classes physical) were primarily involved in physical teaching. Regarding teaching styles, the teachers were classified into five distinct groups based on the results of the teaching styles questionnaire. The results of the statistical analyses indicated that the virtual teaching group outperformed the physical group in terms of motivational strategies. Furthermore, significant differences were observed among the five teaching style groups with respect to their use of motivational strategies. The present study offers several pedagogical implications.
References
Ajzen, I., & Fishbein, M. (2000). Attitudes and the attitude-behavior relation: Reasoned and automatic processes. European Review of Social Psychology, 11(1), 1–33. https://doi.org/10.1080/14792779943000116
Akbari, R., & Dadvand, B. (2011). Does formal education make a difference? A comparison of pedagogical thought units of BA vs. MA teachers. The Modern Language Journal, 95(1), 44–60. https://doi.org/10.1111/j.1540-4781.2010.01143.x
Akbari, R., & Dadvand, B. (2014). Pedagogical knowledge base: A conceptual framework for teacher admission. System, 42, 12–22. https://doi.org/10.1016/j.system.2013.10.018
Akbari, R., & Moradkhani, S. (2012). Is a degree relevant? A comparison of pedagogical thought units of teachers with and without ELT-related academic credentials. Australian Journal of Teacher Education, 37(12), 77–93. https://doi.org/10.14221/ajte.2012v37n12.6
Al Jadidi, H., & Sanguinetti, J. (2010). Characteristic pedagogical styles of bilingual and monolingual English teachers. International Journal of Arts and Sciences, 3(16), 131–147.
Alhamami, M. (2018). Beliefs about and intention to learn a foreign language in face-to-face and online settings. Computer Assisted Language Learning, 31(1–2), 90–113. https://doi.org/10.1080/09588221.2017.1387154
Alison, J., & Halliwell, S. (2002). Challenging classes: Focus on pupil behaviour. CILT.
Amirian, S. M. R., Ghaniabadi, S., Heydarnejad, T., & Abbasi, S. (2022). The contribution of critical thinking and self-efficacy beliefs to teaching style preferences in higher education. Journal of Applied Research in Higher Education. Advance online publication. https://doi.org/10.1108/JARHE-11-2021-0441
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2019). Introduction to research in education (10th ed.). Cengage Learning.
Astuti, S. P. (2013). Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context. TEFLIN Journal, 24(1), 14–31.
Atai, M. R., & Shafiee, Z. (2017). Pedagogical knowledge base underlying EFL teachers’ provision of oral corrective feedback in grammar instruction. International Journal for Academic Development. International Journal of Teacher Development. Teacher Development, 21(4), 580–596. https://doi.org/10.1080/13664530.2017.1279197
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13. https://doi.org/10.1016/j.iheduc.2015.04.007
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.
Chambers, G. N. (1999). Motivating language learners. Multilingual Matters.
Cook, V. (2008). Second language learning and language teaching (4th ed.). Hodder Education.
Csizér, K. (2017). English majors’ self-regulatory control strategy use in academic writing and its relation to L2 motivation. Applied Linguistics, 38(3), 386–404. https://doi.org/10.1093/applin/amv033
Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19–36. https://doi.org/10.1111/j.0026-7902.2005.00263.x
Deeba, F., Bazmi, S., & Shakil, S. (2017). New pedagogical styles in English language teaching. Technical Language and Communication, 5(1), 76–80.
Dillon, C. L., & Gunawardena, C. N. (1995). A framework for the evaluation of telecommunications-based distance education [Paper presentation]. 17th World Conference of the International Council for Distance Education, Birmingham, United Kingdom.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2(3), 203–229. https://doi.org/10.1177/136216889800200303
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Pearson Longman.
Ellis, R. (2010). Second language acquisition, teacher education and language pedagogy. Language Teaching, 43(2), 182–201. https://doi.org/10.1017/S0261444809990139
Fahad, F. (2010). The learners’ satisfaction toward online e-learning implemented in the College of Applied Studies and Community Service: Can e-learning replace the conventional system of education? Turkish Online Journal of Distance Education, 11(2), Article 2.
Falout, J. (2012). Coping with demotivation: EFL learners’ remotivation processes. TESL-EJ, 16(3), 1–29.
Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426–438. https://doi.org/10.1177/0022487113494413
Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis-prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380–392. https://doi.org/10.1111/flan.12460
Granero-Gallegos, A., Escaravajal, J. C., López-García, G. D., & Baños, R. (2022). Influence of teaching styles on the learning academic confidence of teachers in training. Journal of Intelligence, 10(3), Article 71. https://doi.org/10.3390/jintelligence10030071
Grasha, A. F. (1996). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance Publishers.
Grasha, A. F. (2002). Teaching with style: A practical guide to enhancing learning by understanding teaching and learning styles. Alliance Publishers.
Hulin, C., Netemeyer, R., & Cudeck, R. (2001). Can a reliability coefficient be too high? Journal of Consumer Psychology, 10(1–2), 55–58.
Jarvis, H. (2004). Technology and change in English language teaching (ELT). Asian EFL Journal, 7(4), 213–227.
Kuong, H. C. (2015). Enhancing online learning experience: From learners’ perspective. Procedia – Social and Behavioral Sciences, 191, 1002–1005.
Lamb, M., Astuti, S. P., & Hadisantosa, N. (2017). ‘In their shoes’: What successful Indonesian school teachers do to motivate their pupils. In M. Apple, D. Da Silva, & T. Fellner (Eds.), L2 selves and motivation in Asian contexts (pp. 195–216). Multilingual Matters.
Lantz-Andersson, A., Lundin, M., & Selwyn, N. (2018). Twenty years of online teacher communities: A systematic review of formally-organized and informally-developed professional learning groups. Teaching and Teacher Education, 75, 302–315. https://doi.org/10.1016/j.tate.2018.07.008
Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences, 10(9), Article 232. https://doi.org/10.3390/educsci10090232
Leo, F. M., Behzadnia, B., López-Gajardo, M. A., Batista, M., & Pulido, J. J. (2022). What kind of interpersonal need-supportive or need-thwarting teaching style is more associated with positive consequences in physical education? Journal of Teaching in Physical Education. Advance online publication. https://doi.org/10.1123/jtpe.2022-0040
Lim, B., Hong, K. S., & Tan, K. (2008). Acceptance of e-learning among distance learners: A Malaysian perspective. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008.
Moè, A., Consiglio, P., & Katz, I. (2022). Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration. Teaching and Teacher Education, 118, Article 103823. https://doi.org/10.1016/j.tate.2022.103823
Omondi, M. A., Barasa, P. L., & Omulando, C. A. (2014). Embedding ICT in English second language teacher professional development: Challenges and prospects for Kenya. International Journal of Innovation and Scientific Research, 11(1), 212–221.
Resnik, P., & Dewaele, J.-M. (2021). Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe. Applied Linguistics Review, 14(3), 473–501. https://doi.org/10.1515/applirev-2020-0096
Resnik, P., Dewaele, J.-M., & Knechtelsdorfer, E. (2022). Differences in the intensity and the nature of foreign language anxiety in in-person and online EFL classes during the pandemic: A mixed-methods study. TESOL Quarterly, 57(2), 618–642. https://doi.org/10.1002/tesq.3161
Song, B., & Kim, T.-Y. (2017). The dynamics of demotivation and remotivation among Korean high school EFL students. System, 65, 90–103. https://doi.org/10.1016/j.system.2017.01.011
Soong, M. H. B., Chan, H. C., Chua, B. C., & Loh, K. F. (2001). Critical success factors for on-line course resources. Computers & Education, 36(2), 101–120. https://doi.org/10.1016/S0360-1315(00)00044-6
Tang, C. W., Shi, M. J., & de Guzman, A. B. (2022). Lecturer teaching styles and student learning involvement in large classes: A Taiwan case study. Asia Pacific Journal of Education, 42(3), 447–463. https://doi.org/10.1080/02188791.2020.1852913
Tremblay, P. F., & Gardner, R. C. (1995). Expanding the motivation construct in language learning. The Modern Language Journal, 79(4), 505–520. https://doi.org/10.1111/j.1540-4781.1995.tb05451.x
Volery, T., & Lord, D. (2000). Critical success factors in online education. International Journal of Educational Management, 14(5), 216–223. https://doi.org/10.1108/09513540010344731
Wang, S., & Littlewood, W. (2021). Exploring students’ demotivation and remotivation in learning English. System, 103, Article 102617. https://doi.org/10.1016/j.system.2021.102617
Waschull, S. B. (2001). The online delivery of psychology courses: Attrition, performance, and evaluation. Teaching of Psychology, 28(2), 143–147. https://doi.org/10.1207/S15328023TOP2802_15
Wijaya, K. F. (2024). The significance of EFL teachers’ motivational strategies supporting ever-changing classroom learning dynamics. Humaniora, 15(1), 1–8.
Yang, Z., & Sanchez, H. S. (2021). Teachers’ pedagogical intentions while using motivational strategies. ELT Journal, 76(2), 195–205. https://doi.org/10.1093/elt/ccab070
Ye, X., & Hu, G. (2024). Teachers’ stated beliefs and practices regarding L2 motivational strategies: A mixed-methods study of misalignment and contributing factors. System, 121, Article 103236. https://doi.org/10.1016/j.system.2024.103236
Zhang, D. (2005). Interactive multimedia-based e-learning: A study of effectiveness. American Journal of Distance Education, 19(3), 149–162. https://doi.org/10.1207/s15389286ajde1903_3
Additional Files
Published
Issue
Section
License
Copyright (c) 2026 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
