Investigating Teachers’ Opinions About The Use Of Motivational Strategies: Case Of English Language Teachers In The Department Of English At Mouloud Mammeri University Of Tizi Ouzou

Résumé: This work is an exploratory study about motivational strategies. It aims to investigate EFL teachers’ opinions about these strategies and their use of these latter to enhance students’ learning of English as a foreign language in the department of English at Mouloud Mammeri University of Tizi-Ouzou. To reach these aims, we have chosen two data collection instruments: a survey submitted to 30 teachers, and a structured interview conducted with 8 other teachers in the Department of English. A mixed method, combining the qualitative and quantitative methods to data analysis is adopted. The study relies on Cheng and Dörnyei’ (2007) theoretical framework about the motivational strategies. The findings show that the teachers attribute importance to the use of most of the existing motivational strategies, but the degree of importance they attribute for each category of strategies varies from one teacher to another. Concerning the interviews, they have revealed that the teachers use different motivational strategies to motivate their students; however, they use just few of them. Among the strategies they use, some are not present in the framework provided by Cheng and Dörnyei. This suggests that the interviewed teachers are either not aware of all these strategies or they neglect the majority of them when they teach, so the teachers are required to have some reflections about the use of these strategies.

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