Motivational Strategies among Algerian EFL Teachers on MOODLE Platform

Abstract

The present dissertation investigates the motivational strategies used by EFL Algerian teachers to enhance EFL students’ online academic performance on Moodle platform. Distance education is a technological tool used when teachers and learners cannot be physically present in the classroom, and it is becoming recently an alternative medium to in-class learning. In EFL classroom, stimulating students to interact with the lesson content, participate, and provide feedback require the teacher to utilize some motivational strategies in relation to students’ needs. It is noticed that students may encounter some difficulties when learning remotely that can be pedagogical and/or technical, which may demotivate and discourage them to perform. In order to overcome this hurdle, teachers adopt motivational strategies to increase students’ academic achievement in distance learning. Therefore, this study attempts to explore the teachers’ perspectives towards the application of these tactics. In light of this, the current study endorses the descriptive method that consists of quantitative research design. The teachers’ questionnaire was administered to 22 instructors, during the second semester, at the Department of English, University 8 Mai 1945-Guelma. As a result, the extracted data confirm the research hypothesis, which entails that teachers have a negative attitude towards remote learning in general. Accordingly, teachers favor e-learning as a substitute to support face-to-face learning in EFL classroom; additionally, they are aware of the usefulness of the motivational strategies that should be implemented on Moodle platform in order to foster learning, enhance the students’ academic outcomes, and achieve the lesson learning objectives