The Correlation between Motivational Teaching Strategies and Self-Efficacy among Foreign Language Learners.

Abstract

The present research aims at exploring the relationship between motivational teaching strategies and their role in promoting self-efficacy among foreign language learners. It is hypothesized that the more practically motivational teaching strategies are implemented in foreign language classes, the more learners’ self-efficacy is fostered. With the intention of meeting up with the research’s aims, a descriptive correlational design is adopted. It intends to describe and identify the correlation between the two variables: the motivational teaching strategies as the independent variable, and self-efficacy as the dependent variable. Data was gathered by means of two formal questionnaires. The first questionnaire was administered to a sample of eighty second year students of English at the Department of Letters and English Language at the University of Kasdi Merbah, Ouargla. And the second questionnaire was administered to ten teachers of Oral Expression within the same Department and University. The results of the present research in this article show a positive significant correlation between the two variables, that is, the motivational teaching strategies do foster foreign language learners’ self-efficacy; a fact that the sample of teachers who contributed in answering the questionnaire agree upon. On the basis of the obtained results, it is confirmed that motivational teaching strategies promote foreign language learners’ self-efficacy. The obtained results also are in the direction of many studies that highlight the significant role that motivational teaching strategies have on foreign language learners’ self-efficacy.