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  4. Crossroads. A Journal of English Studies, 2025, Issue 48

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/18291
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    Pole DCWartośćJęzyk
    dc.contributor.authorKouraïchi, Bochra-
    dc.date.accessioned2025-06-13T09:53:15Z-
    dc.date.available2025-06-13T09:53:15Z-
    dc.date.issued2025-
    dc.identifier.citationCrossroads. A Journal of English Studies 48 (1/2025), pp. 22-37pl
    dc.identifier.urihttp://hdl.handle.net/11320/18291-
    dc.description.abstractResearch on L2 motivation and English for specific purposes (ESP) is quite scarce. This study explores Estonian ESP teachers’ use of motivational strategies (MotS) and whether their students see them motivating. It also seeks to identify the MotS that teachers use most as well as highlight any differences between teachers’ self-reported use of MotS and their motivational practice. Teachers and students at an Estonian university were asked to answer a questionnaire that follows Keller’s (2010) ARCS model. Class observations were conducted for in-person and online classes using Guilloteaux and Dörnyei’s (2008) scheme. Quantitative and qualitative methods were used to analyze the data. The findings show that teachers use confidence-building strategies the most.pl
    dc.language.isoenpl
    dc.publisherThe University of Białystok, The Faculty of Philologypl
    dc.rightsCreative Commons Attribution NonCommercial ShareAlike 4.0 International Licensepl
    dc.rights.urihttps://creativecommons.org/licenses/by-nc-sa/4.0/pl
    dc.subjectARCS modelpl
    dc.subjectmotivational strategiespl
    dc.subjectlanguage learning motivationpl
    dc.subjectEnglish for Specific Purposespl
    dc.subjectEstonian higher educationpl
    dc.titleESP teachers’ use of motivational strategies: A classroom-oriented view of Estonian university teachingpl
    dc.typeArticlepl
    dc.rights.holderCreative Commons Attribution NonCommercial ShareAlike 4.0 International License (CC BY-NC-SA 4.0)pl
    dc.identifier.doi10.15290/CR.2025.48.1.02-
    dc.description.Emailbkouraichi@kku.edu.sapl
    dc.description.BiographicalnoteBochra Kouraïchi is an Assistant Professor of Applied Linguistics at King Khalid University and a recently appointed Research Associate at SOAS University of London. She holds a PhD in Applied Linguistics from the University of Szeged (2023). In 2014–2015, she was awarded a Fulbright grant to teach Arabic at SUNY Binghamton. She also holds an MA in Linguistics from the University of Sfax and an MA in Translation and Interpreting from the University of Tunis El Manar. With extensive teaching experience in Tunisia, Hungary, the United States, and Saudi Arabia, her research focuses on multilingualism, LOTE (Languages Other Than English) motivation, and language learning motivation.pl
    dc.description.AffiliationKing Khalid University, Saudi Arabia; SOAS University of London, The United Kingdompl
    dc.description.referencesAltalib, A. N. K. (2019). L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia. Australian Journal of Applied Linguistics, 2(1), 1–16. https://doi.org/10.29140/ajal.v2n1.113pl
    dc.description.referencesBernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387–401. https://doi.org/10.1111/j.1540-4781.2008.00753.xpl
    dc.description.referencesCheng, H.-F., & Dörnyei, Z. (2007). The use of motivational strategies in language instruction: The case of EFL teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1), 153–174. https://doi.org/10.2167/illt048.0pl
    dc.description.referencesDörnyei, Z. (1994). Understanding L2 motivation: On with the challenge! The Modern Language Journal, 78(4), 515–523. https://doi.org/10.1111/j.1540-4781.1994.tb02071.xpl
    dc.description.referencesDörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.pl
    dc.description.referencesDörnyei, Z. (2005). The psychology of the language learner: individual differences in second language acquisition. Erlbaum.pl
    dc.description.referencesDörnyei, Z. (2009). The L2 motivational self-system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.pl
    dc.description.referencesDörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: Results of an empirical study. Language Teaching Research, 2(3), 203–229. https://doi.org/10.1177/136216889800200303pl
    dc.description.referencesDörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.pl
    dc.description.referencesDörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited (1st ed.). Routledge. https://doi.org/10.4324/9781315779553pl
    dc.description.referencesDörnyei, Z., & Ushioda, E. (2011). Teaching and researching: Motivation (2nd ed.). Routledge.pl
    dc.description.referencesDörnyei, Z., & Ushioda, E. (2021). Teaching and researching motivation (3rd ed.). Routledge.pl
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    dc.description.referencesEuropean Commission (2017). Education and training monitor 2017. https://ec.europa.eu/education/sites/education/files/monitor2017-country-reports_en.pdfpl
    dc.description.referencesGuilloteaux, M.-J. (2013). Motivational strategies for the language classroom: Perceptions of Korean secondary school English teachers. System, 41(1), 3–14. https://doi.org/10.1016/j.system.2012.12.002pl
    dc.description.referencesGuilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation. TESOL Quarterly, 42(1), 55–77. https://doi.org/10.1002/j.1545-7249.2008.tb00207.xpl
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    dc.description.referencesKálmán, C. (2022). The role of ESP in motivating adult learners of English: A questionnaire study in Hungarian corporate contexts. Scripta Manent 15(2), 53–76.pl
    dc.description.referencesKeller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer Science & Business Media.pl
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    dc.description.referencesLamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301–346. https://doi.org/10.1017/S0261444817000088pl
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    dc.description.referencesMeristo, M., & López Arias, F. J. (2021). Challenges in teaching English for specific purposes in Estonian universities. Journal of Teaching English for Specific and Academic Purposes,8(3), 249-263. https://doi.org/10.22190/JTESAP2003249Mpl
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    dc.identifier.eissn2300-6250-
    dc.description.issue48 (1/2025)pl
    dc.description.firstpage22pl
    dc.description.lastpage37pl
    dc.identifier.citation2Crossroads. A Journal of English Studiespl
    dc.identifier.orcid0000-0001-8941-9745-
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