Students’ Perception of How Teachers Motivate Young Language Learners in the ESOL Classroom

DOI

10.2991/assehr.k.220704.148How to use a DOI?

Keywords

motivation; young learners; language learning; teachers; rural areas

Abstract

English has been considered a mandatory subject in primary schools since the Ministry of Education decided to make it an essential component of the basic education curriculum reform in 2001. However, in China, where English is counted as a foreign language, students rarely have the opportunity to practice English in an authentic environment, especially in rural areas. Thus, teachers play a crucially indispensable in motivating students to learn in a short 45-minute English classroom. This study investigates how teachers influence students’ motivation in the ESOL classroom from the students’ perspective. The findings confirm that the emotionally supportive interactions between teachers and students are beneficial to learning motivation. In addition, a relaxed and humorous learning atmosphere, peer interaction, and effective feedback are all variables influencing students’ degree of motivation. Finally, the students also gave their suggestions on how the teacher might improve their motivation in teaching.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article distributed under the CC BY-NC 4.0 license.

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TY  - CONF
AU  - Xinyi Lu
PY  - 2022
DA  - 2022/07/11
TI  - Students’ Perception of How Teachers Motivate Young Language Learners in the ESOL Classroom
BT  - Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022)
PB  - Atlantis Press
SP  - 820
EP  - 824
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220704.148
DO  - 10.2991/assehr.k.220704.148
ID  - Lu2022
ER  -