Investigating Efl Teacher-trainees’ Perceptions Of Motivational Teaching Strategies In The Writing Classroom

The present study mainly revolves around teacher-trainees' perceptions of motivational strategies. More particularly, it sought to gain insights into EFL teacher-trainees' perceptions of motivational teaching strategies in the context of the writing classroom. Focus is put on the motivational teaching strategies that were found to be largely underused relative to the importance attached to them by the teacher-trainees. This study employed a mixed-methods sequential explanatory design. Data were collected through a structured questionnaire and a focus group interview conducted with EFL teacher-trainees at the teacher training college of Bouzaréah-Algiers. Analysis of quantitative data pointed to important areas of mismatch between teachers' motivational practices and teacher-trainees' perceptions, including strategies in relation to ‘task-related interest', ‘autonomy', ‘L2-related values', and ‘evaluation'. Also, qualitative data analysis indicated that these strategies derive their motivational value from their potential to: 1) promote emotionally and socially engaging learning, 2) increase students' satisfaction with their abilities, 3) circumvent classroom boredom, 4) raise students' cultural awareness, 5) provide relevance by relating the lesson/material to students' interests and future teaching career, 6) enhance students' writing skills, and 7) foster perceived teacher caring