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ERIC Number: EJ1425453
Record Type: Journal
Publication Date: 2024
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0218-8791
EISSN: EISSN-1742-6855
Motivational Strategies in Undergraduate EAP Courses: Student Perceptions and Suggestions
Tim S. O. Lee
Asia Pacific Journal of Education, v44 n2 p290-310 2024
Considerable research on university undergraduates' struggles to master English for academic purposes (EAP) has been undertaken, yet little attention has been paid to the motivational needs of this specific learner group, or the fulfilment of such needs in university EAP courses. This study examines motivational strategies used by teachers of undergraduate EAP classes, student-perceived ineffective characteristics of the strategies, and students' suggestions for better strategy implementation, together with the relationships between the strategies and the ineffective characteristics/suggestions. Reflective journals were collected from 69 first-year undergraduates who were enrolled in EAP courses offered by a Hong Kong university. The major findings are: (1) The adopted motivational strategies correspond closely to those endorsed in an influential framework; (2) the student participants reported ineffective characteristics pertinent to difficulty, relevance, expected learning outcomes, fairness, and interest; (3) the main suggestions were increased strategy use and provision of more assistance, encouragement, and examples; and (4) most of the suggestions appear to be non-strategy-specific, so they can supposedly be applied to a wide range of motivational strategies. The findings confirm the overall effectiveness of motivational strategies in undergraduate EAP courses, as well as informing university EAP teachers of possible ways to further improve their motivational techniques.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A