Teachers’ Use of Macrostrategies Across Teaching Experience: Impacts on Learners’ Motivation

Although macrostrategies provide a broad framework for effective language teaching, research on how teachers’ experience in using these strategies affects students’ motivation is scarce. This study aimed to investigate the relationships between teachers’ use of macrostrategies and EFL learners’ motivation. Meanwhile, it investigated the effect of teachers’ experience on the use of these strategies on EFL learners’ motivation. To this end, ۴۲ Iranian EFL teachers (۲۱ experienced and ۲۱ novice) and ۴۲ EFL learners were chosen from language institutes in Tabriz and Shahin Dej. The data were collected through the Academic Motivation Scale (AMS) and Macrostrategy Observation Form. The results of the Spearman correlation showed a significant and positive relationship between the use of macrostrategies by teachers and their students' motivation. Meanwhile, Mann-Whitney U test revealed a significant difference in motivational levels between students taught by experienced teachers and those taught by novice ones. These findings have important implications for EFL teachers, EFL students, teacher educators, and syllabus designers, suggesting that teacher experience may play a key role in motivating learners.

کلیدواژه ها:

macrostrategies ، Motivation ، teaching experience ، experienced ، novice