Impact of Self-motivation Strategies Instruction on Students Achievements in Grammar

This quasi-experimental research with pretest-posttest design intended to examine the effect of self-motivation strategies instruction on grammar achievement among 22 Azari-speakingEFL third-grade high school students at Tikme Dash, East Azerbaijan. An intact class was provided by the self-motivation strategies instruction. They were all male students who attended no English classes in private institutes. To analyze the research data, a pairedsamples t-test was conducted to evaluate the impact of self-motivation instruction. There was a significantly increase in grammar scores from time1(i.e. Pretest M=11.80 SD=4.69) to Time2(i.e. posttest M=13.14 SD=4.04),t(20)= - 4.78, p˂ (two-tailed).The mean increase ingrammar scores was1.33 with a 95% confidence interval ranging from – 1.91 to – 0.75 .Theeta squared statistic(0.53) indicated a large effect size. It is recommended that school teachersshould have a good relationship with their students, give them sufficient reflection time, create a low anxiety classroom atmosphere , and teach them self-motivation strategies.

کلیدواژه ها:

self-motivation strategies