Students and teachers' perceptions in EFL classes. (c2009)

Abstract

The impact of motivation on performance, whether in the workplace or the language classroom has been the highlight of a hefty corpus of literature reviews. In fact, nothing has so been underscored in the field of education and language learning as the variable theories on motivation. Starting off with modified versions of once archaic theories on motivation, moving through Herzberg's and Maslow's ubiquitous theories, into new domains with modified and even revolutionary considerations on motivation, variegated motivational theories are the highlight of this project. With motivational theories constantly undergoing change and modification, this project aims to shed light on the myriad theories, while concurrently considering empirical clarification and justification through the use of questionnaires, interviews and observations. Thus, while considering the various theoretical perspectives on motivation, along with their potential impact, this project culminates in proposing possible alternatives to L2 language learners in order to increase and enhance their performance through the existing motivational strategies.