: The language teacher’s role in motivating adult learners’ of English in a corporate environmet: Lessons learnt from three studies

Several studies confirm that teachers play a significant role in motivating language learners (e.g., Mezei&Csizér, 2005; Radel, Sarrazin, Legrain, & Wild, 2010; Dörnyei&Ushioda, 2011). In spite of this, very few empirical studies have been conducted with adult learners in an English as a Foreign Language (EFL) setting. Some exceptions are Shoaib and Dörnyei’s (2005), Szaszkó’s (2007), and Murray’s (2011) studies. However, none of them addresses specifically the teacher’s role in motivating adult learners of English in a corporate environment. My paper attempts to fill this niche by presenting the results of three recent studies. (1) an interview study (N=17) which investigates how the motivational dispositions of corporate English learners have changed since the political changes in Hungary in 1990 to the present day, (2) a quantitative questionnaire study (N=127) measuring adult learners’ attributions, (3) a validation study (N=5) presenting the validation of a research instrument. The results of all the studies above have confirmed the significance of the teacher’s influence on motivating learners of English.

Keywords: adult language training, corporate language training, motivation, attribution

Year: 2016
Issue: 4
Page: 46-63
Dec 2016
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