SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

SEEU Review Volume 5, No. 2, 2009
the observer’s observation confirmed this. The findings in this class are that
as a result of a lack of motivational behaviours used by the teacher, only
45% were either motivated a lot, or somewhat. Something that was different
from other classes is that in this class there were students (9%) who were not
motivated at all by their teacher. Since this teacher did not use many of the
behaviours that measure motivation or used some of them infrequently, it
was expected that the students would not be much motivated in this class.
The analysis of the last class, which is Class F, revealed that the general
opinion about the teacher is highly positive. The researcher’s observation,
although not completely in agreement, in many ways matched both the
teacher’s and the students’ perceptions. The findings from all three sources
were positive, which showed that the teacher can be regarded as a motivating
teacher. A high percentage of the students relied on their teacher for their
motivation and they considered that the teacher played a role in their
motivation. Given that the teacher used motivational behaviours most of the
time during the teaching, it could be expected that the students were highly
motivated. They confirmed that their motivation was high in the class and
that the teacher played a big role in their motivation to learn English.
In summary, it could be said that out of six classes only in one class,
(class E) the students were not interested in the class and were only
somewhat or not at all motivated. Moreover, in classes A, C and F the
teachers were highly motivating whereas in classes B and D the teachers
were still considered motivating, but not as motivating as in the previous
three classes because they did not use all the behaviours that measure
motivation. The strengths of the teacher which were appreciated by the
students as motivating ones were: the teacher’s friendly attitudes towards the
students, the positive energy, patience and kindness towards the students.
The weakness of most teachers was not having prepared any additional
activities and the focus on instrumental learning, rather than on integrative
learning that would relate the topics to students’ lives. Also, few teachers
used a sense of humour or asked students to participate in group work.
Discussion of Findings
This study had some limitations, which did not really hinder the quality
of the research. The limitations were:
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