Motivational Learning Strategies in World Language Learning: A Qualitative Explanatory Case Study
The problem was how motivational strategies used by educators in high schools in Southcentral Alaska influenced anxiety levels among World Language learners. A gap exists in the literature regarding perceptions of World Language educators regarding motivational strategies of high school students regarding language learning. A combination of the behavioral learning theory and Maslow's hierarchy of needs theory was the theoretical foundation for this study. Research questions focused on the perceptions of World Language high school educators as well as the analysis of other resources to decrease students' anxiety. A qualitative explanatory case study was to explore World Language educators’ opinions and beliefs regarding the motivational strategies’ influence on World Language learners and the impact of these strategies on students’ language learning anxiety. World Language teachers in Southcentral Alaska (estimated total size of 500), 89 counselors, and 200 administrators was the target population. A sample of educators was drawn from 22 similar high schools, located in Southcentral Alaska. Sixteen participants was the sample size of the study. Convenience sampling was the selection criteria used for this study. Zoom questionnaires and semi-structured interviews were used to collect data. Data werecoded, categorized, and analyzed according to the participants' insights. Cultural events, student travel, and celebrations were considered by participants the most effective motivational strategies to use. An inclusive approach to motivational strategies’ implementation is recommended.