Learner and teacher beliefs about motivational strategies in Chinese EFL classrooms: A social cognitive theory perspective

Abstract

Motivation is essential for second-language (L2) learning, and teachers are primary influencers of learner motivation through their use of motivational strategies (MSs). Research indicates that learners’ perceptions of the effectiveness of MSs are linked to their motivation. However, significant misalignments may exist between learner and teacher beliefs about the importance of these strategies, often due to teachers’ insufficient understanding of learner expectations. Such misalignments can potentially undermine the effectiveness of motivational teaching. To better understand and address these issues, this survey-based study compared how Chinese junior secondary students (n = 1,489) and teachers (n = 210) perceived the importance of 10 traditional and seven vision-based macro-L2 MSs. Results revealed that both students and teachers considered the macro-MSs important, with the traditional MSs rated higher than the vision-based ones. Teachers rated all strategies higher than students, with significant differences found for 12 macro-MSs. The largest differences were observed for “promote learners’ self-confidence” (d = 0.466), “proper teacher behavior” (d = 0.401), and “recognize students’ effort” (d = 0.387). Notable gaps were also found in strategy priorities between the two groups. Drawing on social cognitive theory, we interpret students’ highest-ranked strategies by examining their alignment with key personal factors, particularly sources of self-efficacy. This study extends social cognitive theory by using theoretical grounding to validate student strategy preferences and bridge the gap between learner beliefs and pedagogical legitimacy. The findings offer implications for enhancing L2 motivational teaching practices and teacher professional development.