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

SEEU Review Volume 5, No. 2, 2009
factors for motivating were used the students were still somewhat or even
not at all motivated.
Finding six is that the less motivating teachers were less self-reflective
while the most motivating teachers were more self-critical. In classes where
fewer motivational factors were applied by the teacher, the teachers stated
that they did use those motivational factors. Generally, these teachers tended
to be less reflective about their own teaching and gave more positive
comments about themselves. Whereas, in classes where the students and the
observer identified more motivational factors used by the teacher, in those
cases the teachers were more reserved in saying that they applied all those
strategies in their teaching.
Finding seven is about the students’ role in motivation. This study
supports the findings from the literature that there are different types of
motivation. Also, as it was stated in the literature it was found in this
research that the lives of the students and background knowledge influenced
their motivation and although in some classes the teacher did not apply
group work, or focused on the textbook rather than on creating additional
activities, the students were still motivated because they were used to
experiencing the educational system in which the teacher is not very
creative. Another correlation of the findings of this research with what the
literature found is that the students should themselves show an effort to learn
because the teacher can be a guide and can reinforce students to learn, but
the other part of the responsibility depends on the students.
Finding eight is very important. Beyond what the literature said there was
also new evidence identified in this research through the students’
comments, teacher comments and through the classroom observations.
Students commented that they wanted to have freedom of speech, and
they wanted a teacher who is able to react to unexpected situations in class.
Also, the students appreciated when a teacher is ready to listen to everything
they want to say, when their teacher speaks the language fluently, and this is
especially important in Macedonia because most of the teachers are nonnative
teachers and as a result the students are eager to have a teacher who
can sound as much like a native one as possible. Finally, the students were
motivated by their teachers to learn English because living in a non-English
speaking environment they have only the teacher who can explain things in
class.
Also, new evidence, beyond what previous studies have found, was
identified from classroom observations. It was observed that activities can
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