A PROCESS-ORIENTED MODEL OF LEARNING MOTIVATION IN A HIGH APPLIED STUDIES L2 CLASSROOM

Abstract

The question of how to motivate students in ESP teaching is one that does not have a single and simple answer because motivation is an extremely broad and complex construct. This paper relies on Zoltan Dörnyei’s definition of motivational strategies and his process-oriented model of learning motivation in the L2 classroom. It presents the results of a survey aimed at obtaining classroom data on motivational strategies: 111 students of the Academy of Applied Studies Šabac who had all studied and passed English (L2) as an obligatory first-year subject were asked how important they considered a selection of motivational strategies and to what extent they found the application of these strategies effective in creating, generating, maintaining and protecting their motivation for learning L2. Based on their responses, I try to identify the strategies that work best in the described learning/teaching environment and to single out strategies, if any, that tend to be underutilized in the L2 classroom. In addition, I identify whether the motivation orientation that drives the students’ actions is integrative or instrumental.