The aim of this research project is to investigate the effect that teachers’ motivation has on their use of motivational strategies in the classroom. I hope the results of the research will help educational policy makers to become more aware of the factors which affect English language teacher motivation, and the important influence that this motivation may have on the strategies employed by teachers to motivate language learners.

The questionnaire should take no more than 15 minutes to complete. It consists of three sections: the first section relates to the factors that may affect your personal motivation as a teacher in your current job, and the second to the motivational strategies that you use to motivate your students. Both these sections consist of statements that require a response according to a five point scale. The final section requests some brief personal information. There are no wrong or right answers to any of these questions, and your submitted responses will be anonymous, so please be as honest as you can.

Thank you!


The following statements relate to factors that may affect your personal motivation as a teacher, please indicate how much you agree or disagree with each statement by clicking on the approriate option. Please answer all the questions.

  Strongly disagree Disagree Neither disagree or agree Agree Strongly agree
1. I am allowed to work independently and to use my initiative
2. I would like rules and procedures at work to be clearer
3. I will change my current employer if I have the opportunity to do so
4. My workload is very manageable
5. The course material that I use offers variety in terms of activities and tasks
6. I am happy with the professional development opportunities offered in my job
7. I would like my work to be more enjoyable
8. My working hours are too long
9. I am happy with my promotion prospects
10. I am fully satisfied with my current job
11. My students' language learning success/achievement motivates me to carry on teaching
12. I am fully satisfied with my profession as a teacher
13. I have a good relationship with my manager/supervisor
14. I would like my job to be more challenging
15. I have a job in which I can perform to the best of my ability
16. I work for a reputable organisation
17. I have a good relationship with my students
18. I do not have a good relationship with my colleagues
19. I would like to have greater job security
20. I would like more involvement in the process of setting my students’ learning goals
21. I am satisfied with my fringe benefits
22. I will change my profession if I have the opportunity to do so
23. I know my teaching is effective in helping my students to learn English
24. I would like to receive more feedback about my teaching from my manager/ supervisor
25. I am satisfied with my current salary


Please indicate how often you use the following motivational strategies in your class, by clicking on the appropriate option. Please answer all the questions.

  Never Rarely Sometimes Often Always
26. I give my students opportunities to experience success in their learning
27. I give clear instructions for tasks by modelling
28. I set class rules myself rather than allowing my students to do so
29. I explain the importance of class rules to my students
30. I encourage my students to give suggestions for improving the course
31. I share my personal interests with my students
32. I use activities that familiarise students with the target culture
33. I encourage my students to use English outside the classroom
34. I teach my students self-learning strategies
35. I try to establish a good rapport with my students
36. I investigate my students learning needs
37. I show my students that I care about them as people
38. I am careful to avoid embarrassing my students when giving feedback
39. I encourage my students to set specific, learning goals for themselves
40. I use activities which allow my students to mix
41. I highlight and review class learning goals with my students
42. I create a supportive classroom environment so my students feel encouraged to take risks
43. I ask my students what they like about the course/ learning process
44. I encourage students to be realistic about their language learning goals
45. I make sure tasks are challenging but doable for my students
46. I make myself available to my students outside class time
47. I invite former/senior students to share their learning experiences
48. I use humour in my classroom
49. I give immediate feedback to my students
50. I reward my students when they succeed
51. I start all my lessons with the same presentation technique
52. I use tasks that are well below my students' ability
53. I help my students to get to know each other
54. I show my students how much they have progressed or learnt
55. I explain why a task is meaningful or relevant
56. I use tasks that allow my students to interact with each other
57. I encourage my students to assess themselves
58. I teach my students how to use self-motivating strategies
59. I remind my students of the benefits of learning English
60. I use a short opening activity to relax and help my students to focus
61. I avoid using authentic cultural material which is not from the coursebook
62. I tell my students that they can learn if they make the necessary effort
63. I tell my students that communicating meaning effectively, is more important than grammatical accuracy
64. I use authentic tasks (to prepare my students for real life situations)
65. I encourage my students to teach each other
66. I make tasks attractive by using games and competitions
67. I match tasks to my students' needs/ interests rather than exam requirements
68. I remind students that mistakes are a natural part of learning
69. I select tasks from the course book even if they do not relate to students’ real life experiences
70. I offer a variety of tasks to my students