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

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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
<strong>SEEU</strong> <strong>Review</strong> Volume 5, No. 2, 2009 students, and can try to improve those strategies that they lack in their teaching. This study differs from others in the field because it focuses only on the role of the teacher in reinforcing students’ motivation in foreign language classes, while most other studies analyze and compare more subjects. This study is practical because after all teaching is applying knowledge into practice; however it has theoretical importance as well because a good amount of literature is reviewed and summarized in a new context for foreign language teachers. Although it seems that everything was said about motivation and everything was known about it, it was shown that this term implied more than was assumed. Motivation in a way captures all aspects of teaching, starting from the teacher personality and behaviour, the way the teacher manages the classroom as well as the tasks and the teaching materials that the teacher uses. If teachers become aware that their job is not only delivering content but also motivating students then they could try to improve their attitudes and strategies of teaching, and make their classes more enjoyable, pleasant and worth attending. 153
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