Secondary students’ perception of English teachers’ motivational strategies.

Sammanfattning: This thesis aimed to investigate the perception of secondary school students regarding English teachers’ motivational strategies. The investigation focuses on evaluating the effectiveness of these strategies, the frequency of their implementation, and the disjunction between students’ preferred motivational approaches and their perception of teachers’ practices. A digital survey was distributed to 46 students from a suburban school near Stockholm. To analyze the data collection, descriptive statistics and, Wilcoxon matched the pair tests were conducted to determine whether there is a significant difference between paired students’ preferences of motivational strategies and their perception of English teachers’ use of these strategies. Results indicated that students assign positive ratings to most motivational strategies. Moreover, students consistently rated their English teachers’ motivational strategy use quite highly, with a low standard deviation, reflecting that student participants shared similar opinions. At times, the Wilcoxon matched-pair test exhibits a statistically significant difference between students’ preferred motivational strategies and their perception of teachers’ practices. Despite the teachers’ high utilization of motivational strategies, students’ expectations appear to be higher.