Characteristics of Motivated L2 Class Groups: From Language Teachers’ and Students’ Perspectives

Lilian Ya-hui Chang


In most learning situations, learners are learning with their peers, and the teacher is teaching to a class, not to an individual learner. As it is indisputable that learners conceptualize their learning as occurring in a group, it is logical to assume that the class group has some effect on learners’ learning. Thus, it could be constructive to investigate the characteristics of a motivating classroom environment and how teachers can help cultivate a more comforting learning environment fostered by a motivating environment. This research focuses on exploring the characteristics of a motivating L2 classroom environment from both language teachers’ and learners’ perspectives. A questionnaire with both closed- and open-ended questions was distributed to approximately 100 college L2 learners studying at a private language college (from three English learning class groups). These class groups’ English teachers were also interviewed to share their ideas of what comprised a motivating environment. Both the questionnaire and interview data suggest the importance of good interaction in a motivating L2 environment. The data also reveal the importance of teacher enthusiasm toward teaching, positive learning attitude in students, a strong cohesiveness group, and positive group norms.

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English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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