Date of Award

5-2012

Document Type

Thesis

Degree Name

Master of Arts (MA)

Department

English

First Advisor

Lilia P. Savova, Ph.D.

Second Advisor

Roger L. Briscoe, Ph.D.

Third Advisor

Mark J. Staszkiewicz, Ed.D.

Abstract

This study aims to analyze learning and teaching strategies that foster student motivation and English as a Second Language (ESL) listening to enhance ESL learning. Scholarly published articles and books from 1980 to 2011 were collected, analyzed and guided by the content analysis approach. Regarding motivation, the main findings of this study indicate that student choices and learner autonomy are significant for enhancing student motivation. Also, the findings suggest that the use of student questions to promote communication from diverse perspectives is a significant motivational tool. In developing ESL listening, this study demonstrates that cooperative activities promote a non-threatening environment conducive for learning. It also finds that teacher talk and teachers’ questions elicit students’ use of ESL through speech production. Finally, after demonstrating the implications of learning and teaching strategies, this study offers a set of recommendations to help teachers and researchers in promoting student motivation and developing ESL listening.

Share

COinS