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<p>Major curricular reforms have appeared via the revised Icelandic National Curriculum for Secondary Education released in 2015. Few studies in Iceland have explored teachers’ views and beliefs of motivational strategies for English teaching or considered the impact of the national curriculum on the learning experience in Iceland (Ingvarsdóttir, 2018, Sigurgeirsson et al., 2018). Consequently, the primary goal of this study is to capture English teachers’ views at the secondary level regarding (a) the role of motivational strategies in their own classroom practice and (b) its influence on the language learning experience of their students. Focus group interviews with beginning and experienced teachers, i.e., teachers in their first 3&#xa0;years of teaching and those with 10 or more years of teaching experience, comprise the primary data. Interviews were transcribed and analyzed for significant themes in relation to the research focus (Braun &amp; Clarke, 2021). Results are explored in relation to Dörnyei’s <i>L2 Experience</i> dimension, particularly regarding teacher practices (Dörnyei, 2009) relating to how English teachers in Iceland understand their role in learners’ L2 experience, how they think about their students’ motivation, how they develop their own motivational practices, and the interplay between these aspects.</p>

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Breathing Life into the Language: English Teachers’ Motivational Practices for Self and Students in Icelandic Secondary Schools

  • 期刊论文

  • 发表日期：

    2025年1月7日

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  • Ásrún Jóhannsdóttir,
  • Charlotte Eliza Wolff

摘要

Major curricular reforms have appeared via the revised Icelandic National Curriculum for Secondary Education released in 2015. Few studies in Iceland have explored teachers’ views and beliefs of motivational strategies for English teaching or considered the impact of the national curriculum on the learning experience in Iceland (Ingvarsdóttir, 2018, Sigurgeirsson et al., 2018). Consequently, the primary goal of this study is to capture English teachers’ views at the secondary level regarding (a) the role of motivational strategies in their own classroom practice and (b) its influence on the language learning experience of their students. Focus group interviews with beginning and experienced teachers, i.e., teachers in their first 3 years of teaching and those with 10 or more years of teaching experience, comprise the primary data. Interviews were transcribed and analyzed for significant themes in relation to the research focus (Braun & Clarke, 2021). Results are explored in relation to Dörnyei’s L2 Experience dimension, particularly regarding teacher practices (Dörnyei, 2009) relating to how English teachers in Iceland understand their role in learners’ L2 experience, how they think about their students’ motivation, how they develop their own motivational practices, and the interplay between these aspects.