Factors affecting the use of L2 motivational strategies: Teachers’ understanding of motivation and beyond

Abstract

Although second language (L2) motivational strategies are not as well-researched as L2 motivation, considerable research has been conducted in the last two decades to investigate the frequency of use, the attached importance, and the perceived effectiveness of these strategies. What remains scarce is qualitative, exploratory research on a wide range of potential factors that may affect the actual use of strategies. Based on in-depth interviews with three Hong Kong community college English teachers, this paper 1) analyzes teachers’ perceptions of L2 motivation with reference to existing research and their own experience; and 2) identifies factors other than understanding of motivation that affect teachers’ use of motivational strategies. Results indicate that how teachers see L2 motivation is profoundly dependent on their L2 learning and teaching experience, and that a variety of factors pertaining to teachers, students, and institutions are influential in the use of strategies.