Perceptions on Motivational Strategies in the Korean EFL Setting: Three Voices of Korean Instructors, Native English Speaking Instructors, and Their Learners

This study attempts to investigate the perceptions of the Korean and native English speaking instructors teaching English in Korean universities toward the importance of motivational strategies and how far their students feel motivated when their teachers use these motivational strategies. In total, 78 instructors and 220 university students with two different English proficiency levels participated in this study and responded to questionnaires. Both Korean and native English speaking instructors perceptions toward the importance of motivational strategies have a similar pattern. In the responses of both groups, the top three important motivational strategies are proper teacher behavior, recognizing students effort and promoting learners self-confidence The lowest rank-ordered strategy is promoting learner autonomy. Instructors perceptions of importance and students degree of motivational state show a similar pattern and there are no significant differences between the lower and higher level students except the difference in the mean scores.