@article{2016,title={MOTIVATING LANGUAGE LEARNERS: A CLASSROOM-ORIENTED INVESTIGATION OF THE EFFECTS OF MOTIVATIONAL STRATEGIES ON STUDENT MOTIVATION},abstractNode={The teacher’s motivational strategies is generally believed to enhancestudent motivation, yet the literature has little emprical evidence tosupport this claim. Based on a large-scale investigation of 40 ESOLclassrooms in South Korea involving 27 teachers and more than 1,300learners, this study examined the link between the teachers’motivational teaching practice and their students’ language learningmotivation. The students’ motivation was measured by a self-report questionnaire and a classroom observation instrument specifically developed for this investigation, the motivation orientation of language teaching (MOLT). The MOLT observation scheme was also used to assess the teachers’ use of motivational strategies, along with aposthock rating scale filled in by the observer.The MOLT follows thereal-time coding principle of Spada and Fröhlich’s (1995)communication orientation of language teaching (COLT) scheme butuses categories of observable teacher behaviors derived from Dörnyei’s (2001) motivational strategies framework for foreign language classrooms. The results indicate that the language teachers’motivational practice is linked to increased levels of the the learners’motivated learning behavior as well as their motivational state.},author={-Sıddık YÜKSEL},year={2016},journal={NEAR EAST HISTORICAL REVIEW}}