This study offers cross-cultural validity of motivational strategies, as well as reliability and validity measures of an adapted questionnaire in a new context. Foreign/second language (L2) learning motivation has long been demonstrated to have a substantial impact on second language acquisition; L2 teachers play a major role in learner motivation with their use of motivational strategies in classes (Dornyei, 2001; Dornyei & Kubanyiova, 2014). Motivational strategies vary in their effectiveness and appropriateness in different EFL contexts (e.g., Dornyei, 2001; Guilloteaux & Dornyei, 2008). There is little research, however, in combining the theory and practice in motivation research; in other words, there are few studies that examine motivational strategy research in conjunction with the L2 Motivational Self System (L2MSS). To fill this gap, the current study examined college EFL instructors’ motivational teaching practices, informed by the ideal L2 self guide in Turkey, from both instructors and students’ perspectives. Quantitative data were collected via a motivational strategies questionnaire that was created and validated specifically for this study – Teachers’ Use of Motivational Strategies Scale (TUMSS). Descriptive statistics, independent samples t-tests, and an exploratory factor analysis (EFA) were conducted to analyze the data (N= 454). Results indicated that instructors frequently used a variety of motivation-enhancing strategies; group comparisons of perceptions and EFA results via the three latent variables raised some important issues; independent samples t-tests indicated a statistically significant group difference for the strategies in Factor 3, those related to the ideal L2 self, while showing no difference for the other two factors. Pedagogical implementations are discussed.

中文翻译：

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探索高等教育中的激励策略：学生和教师的看法

本研究提供了激励策略的跨文化有效性，以及在新背景下改编问卷的可靠性和有效性测量。长期以来，外语/第二语言（L2）学习动机已被证明对第二语言习得有重大影响；L2 教师在课堂上使用激励策略在学习者激励中发挥着重要作用（Dornyei, 2001; Dornyei & Kubanyiova, 2014）。激励策略在不同的英语学习环境中的有效性和适当性各不相同（例如，Dornyei, 2001; Guilloteaux & Dornyei, 2008）。然而，在动机研究中将理论与实践相结合的研究很少；换句话说，很少有研究将动机策略研究与 L2 动机自我系统 (L2MSS) 结合起来进行研究。为了填补这一空白，目前的研究从教师和学生的角度考察了大学 EFL 教师的激励性教学实践，并从土耳其理想的 L2 自我指导中得到启发。定量数据是通过专门为本研究创建和验证的动机策略问卷收集的——教师使用动机策略量表 (TUMSS)。进行描述性统计、独立样本 t 检验和探索性因素分析 (EFA) 以分析数据 (N = 454)。结果表明，教师经常使用各种激励策略；通过三个潜在变量对感知和 EFA 结果进行分组比较提出了一些重要问题；独立样本 t 检验表明因素 3 中的策略存在统计学上显着的组差异，那些与理想的 L2 自我相关，而其他两个因素没有差异。讨论了教学实施。