An Investigation into the Differential Use of Motivational Strategies by EFL Teachers in Physical and Virtual Teaching Environments: The Mediating Role of Teaching Styles

Albert Wu

doi:10.61227/whg77473

Authors

Albert Wu University of Hong Kong

DOI:

https://doi.org/10.61227/whg77473

Keywords:

Physical Teaching, Motivational Strategies, Virtual Teaching, Teaching Styles

Abstract

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.

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