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

Iranda Bajrami, MA
reinforce students’ motivation such as when the teacher brainstormed at the
beginning of the lesson. Another important activity that one teacher used at
the beginning of a lesson was the students’ report of the news. Such creative
activities could be important for our students because, as it was stated, the
only place where the students can communicate in English is their
classroom, and this activity is an additional stimulator to help them speak in
class.
Moreover, the teachers had their suggestions as to what can reinforce
students’ motivation and some of the stimulators mentioned were: rewards,
student-generated content (where students create activities for each other),
relating the classes to social issues, allowing them to ask a lot of questions as
well as being open with them.
Conclusions
The objectives of this research have been fulfilled to a great extent
because what was planned in the original research design was achieved
through this study and even new important evidence was found. The selected
methodology for this research was well chosen and it yielded adequate
information for interesting conclusions to be drawn.
The strengths of this study were that from the review of the literature it
gathered all the items that are considered to measure motivation and,
according to those items, the students’ and teacher questionnaires were
compiled and the items in the observation checklist were collected. Those
questionnaires can supply the teachers with the necessary factors that make
one teacher a motivating one and instead of them searching the literature for
those items they can simply refer to the questionnaires and use them as a
guide in their teaching.
The overall importance of this project is that the topic of the study itself
is very significant in education and it is still considered a current issue in
teaching and especially in foreign language teaching. Its importance is
confirmed by many scholars who cite its significance in classes where there
is a lack of motivation or even where students are inclined to learn the
subject but will learn more when motivated. Rost (2007) states that in classes
where there is a lack of student motivation, there is “no pulse, there is no life
in the class” (p.1). Moreover, there is a practical importance of this study,
which is that the teachers can improve their teaching habits by becoming
more aware, through the questionnaire assessing their ability to motivate
152