A l Motivational Strategies and Behaviours Questionnaires (Greek)
(Adapted from Cheng and Domyei, 2007)
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A d a p t e d f r o m C h e n g & D ô r n y e i ( 2 0 0 7 )
Below is a list of possible motivational strategies and behaviours that some teachers use to motivate their learners.
Please circle the frequency with which your teacher uses them in your class, according to your personal perception.
1 = Never 2 = Rarely 3 = Sometimes 4 = Often 5 = Always
Motivational Strategies and Behaviours Questionnaire (translation)
1. Bring in and encourage humour and laughter
frequently in your class. 1 2 3 4 5
2. Show that they respect, accept and care about
each of their students. 1 2 3 4 5
3. Familiarize the learners with the cultural
background of the English language. 1 2 3 4 5
4. Give clear instructions 1 2 3 4 5
5. Introduce interesting content and topics which you find interesting (e.g. about TV programmes, pop stars or travelling).
1 2 3 4 5
6. Make sure grades reflect not only your
achievement but also the effort you put into the task. 1 2 3 4 5 7. Show their enthusiasm for teaching English by
being committed. 1 2 3 4 5
8. Break the routine o f the lessons by varying presentation format (e.g. a grammar task can be followed by one focusing on pronunciation; a whole- class lecture can be followed by group work).
1 2 3 4 5
9. Establish a good relationship with the students. 1 2 3 4 5 10. Encourage student participation by assigning
activities that require active involvement from each
participant (e.g. group presentation). 1 2 3 4 5 11. Try and find out about your needs, goals and
interests, and then build these into the curriculum as
much as possible. 1 2 3 4 5
12. Create a supportive and pleasant classroom
climate where students are free from embarrassment 1 2 3 4 5 and ridicule.
13. Bring various authentic cultural products (e.g. magazines, newspapers or song lyrics) to class as supplementary materials.
1 2 3 4 5
14. Make clear that the important thing in learning a foreign language is to communicate meaning
effectively rather than worrying about grammar mistakes.
1 2 3 4 5
15. Notice students’ contributions and progress, and
provide them with positive feedback. 1 2 3 4 5
16. Include activities that require students to work in groups towards the same goal (e.g. plan a drama performance) in order to promote cooperation.
17. Adopt the role o f a ‘facilitator’ (i.e. to help and lead the students to think and learn in their own
way, instead o f solely giving knowledge to them). 1 2 3 4 5 18. Motivate you by increasing the amount o f
English they use in class. 1 2 3 4 5
19. Make tasks attractive by including novel or
fantasy elements so as to raise the learners’ curiosity. 1 2 3 4 5 20. Enrich the channel o f communication by
presenting various auditory and visual aids such as pictures, re alia, tapes and films.
1 2 3 4 5
21. Try to be themselves in front o f the class without putting on an artificial ‘mask’, and sharing with you their hobbies, likes and dislikes.
1 2 3 4 5
22. Gender: M ale____ Fem ale___
23. Do you do the core or extended course?
Thank you for your co-operation, I really appreciate it © Please note: All information is anonymous. Participation is voluntary.
A2 Personal Level of M otivation Questionnaire
1 = KA0OAOY 2 = A irO 3 = IlOAY 4 = T1APA TIOAY
1. fló a o ev0ouaiaagó ôeixveiç axo pdOqga t c o v AyyXuccov; 1 2 3 4
2. Etvai aqpavxucó yia géva v a gd0co ó a a ôtôaaKOVxai axo gd0qpa
t c o v AyyXuccóv gou.
1 2 3 4
3. Pcoxcó Tov eautó pou ôuxcpopeç epœxqaeiç oxa AyyX.ucd yia va
ßeßauoOd) óxi ga0aivco óX.r\ xqv uXr\ t c o u Suìdcncogai axo gà0r\ga.
1 2 3 4
4. Epyà^ogai aKX.r|pd axo ga0r|ga xcov AyyX.iK(óv yux v a jidpco éva Kakó ßa0go.
1 2 3 4
5. Iliaxeócù óxi ó a a ga0atvouge axqv xà^q xcov AyyXtKÓv eivai evôuxcpépovxa.
1 2 3 4
6 . 'Oxav q Ka0qyqxpux xcov AyyXuccóv gou napaôiÔEi xo gà0 q g a
aKÉcpxogai dX k a npàgaxa icai ò e v xqv 7iapaKo).ou0có repaygaxiKd.
1 2 3 4