Résumé:
The teacher’s use of motivational strategies is generally believed to enhance
students’ motivation. Therefore, the ultimate goal of this exploratory study is to
investigate teachers’ motivational strategies in written expression classes, and the
link between the teachers' motivational practice and their student's language learning
motivation; particularly, in relation to writing for being the most complex productive
skill. Henceforth, the basic hypothesis adopted in this research set out that students
may find learning the writing skill more stimulating if teachers incorporate motivational
strategies in written expression classes; the second hypothesis states that students
may also be motivated and develop their writing skill if teachers use motivational
activities in their teaching practice. To test these hypotheses, an observational study
and two questionnaires have been used. The classroom observation took place at
the Department of English, University of Mohammed Seddik Ben Yahia, Jijel. The
first self-report questionnaire was designed and administered to a sample comprising
ten teachers; the second questionnaire set to sixty students from the aforementioned
university. The method of this research work is quite descriptive; both quantitative
and qualitative research paradigm proceeded in order to gather data. Accordingly,
the analysis of the results generated by the two research instruments confirm the first
research hypothesis; that teachers use motivational strategies in their teaching
practice; the second hypothesis shows that teachers do not use motivational
activities in written expression classes and that the research hypothesis is not
confirmed. Finally, the obtained results should be taken into consideration in both
fields of teaching and research.
