Motivational Strategies for The English Language Classroom: Perceptions of Algerian University Teachers and Students
The study reported in this paper is based on Dörnyei and Csizér’s 1998 landmark study. It probes teachers and
students’ views about a similar list of motivational strategies used in English as a Foreign Language (EFL) classroom to find
out how important they considered them in fostering students’ motivation. 200 first year university Human Sciences students
and 21 EFL university teachers were surveyed. The findings disclose further evidence that some strategies can transfer
across contexts. However, unlike previous studies, teachers and students alike agreed to play down the role of the strategies
that relate to: classroom climate, group work, language culture and reward.
Key words: foreign language classroom, motivational strategies, perceptions, students, teachers