TESIS Final

UNIVERSIDAD PEDAGÓGICA NACIONAL
“FRANCISCO MORAZÁN”
CENTRO UNIVERSITARIO REGIONAL SANTA ROSA DE COPÁN
English Teaching Program
Counselor: Sandra Alvarado
Motivational Strategies to Enhance Students' Participation

Applied by English Teachers in the UPNFM - CURSRC
Ana Liseth Benítez Pinto 1313200000172
Andrea Nicolle Dubón Fuentes 0401200200651
Belkis Janely Muñoz Medina 1628200100318
Brandon Ariel Castro Perdomo 1413199800040
Dayana Karina Madrid Alvarenga 1411200000041
2021
Universidad Pedagógica Nacional Francisco Morazán
Centro Universitario Regional Santa Rosa de Copán
Abstract
As a result of the current health crisis of COVID-19, the daily life of each human
being was affected by the security measures that were considered during the quarantine, in
such a way that it forced the governmental and non-governmental institutions of each country
to shut down and keep citizens protected in their homes. In this way, teachers and educational
authorities created learning spaces through various video calling applications, so that students
will continue with their academic performance, after two years, knowledge continues to be
shared through synchronous classes. So, this research deals with the motivational strategies
applied by teachers through their training spaces to encourage students’ participation during
virtual classes at the Campus Santa Rosa de Copán of the Universidad Pedagógica Nacional
“Francisco Morazán” in the English area. The main objective is to analyze these strategies,
from the perspective of teachers through the teaching process, which is linked to the
methodology. A qualitative approach and phenomenological design were used. Data
collection was carried out through interviews, focus groups (with students and teachers), and
classroom observations. This research, through data triangulation, concluded that teachers
apply these strategies unconsciously or for another purpose to encourage students
participation; the strategies considered most effective were the challenge of the students'
capacity and the improvement of the classroom environment; in addition, that participation
has decreased due to different factors, being two of them, demotivation and technological
issues, etc.
Resumen
A raíz de la actual crisis de salud del COVID-19, la vida cotidiana de cada ser
humano se vio afectada por las medidas de seguridad que se consideraron durante la
cuarentena, de tal manera que obligó a las instituciones gubernamentales y no
gubernamentales de cada país a cerrar y mantener a los ciudadanos protegidos en sus hogares.
De esta manera, docentes y autoridades educativas crearon espacios de aprendizaje a través
de diversas aplicaciones de videollamadas, para que los estudiantes continuarán con su
desempeño académico, luego de dos años, se continúa compartiendo conocimientos mediante
clases sincrónicas. De forma que esta investigación trata acerca de las estrategias
motivacionales que aplican los docentes a través de sus espacios formativos para incentivar la
participación durante las clases virtuales aplicadas en el Centro Universitario Regional Santa
2
Rosa de Copán de la Universidad Pedagógica Nacional “Francisco Morazán” en el área de
Inglés. El objetivo principal es analizar estas estrategias, desde la perspectiva de los docentes
a través del proceso de enseñanza. Se utilizó un enfoque cualitativo y diseño fenomenológico.
La recolección de datos se llevó a cabo a través de entrevistas, grupos focales (con alumnos y
maestros) y observaciones de clase. Esta investigación, a través de la triangulación de datos,
concluyó que los docentes aplican estas estrategias de manera inconsciente o con otro
propósito para incentivar la participación de los estudiantes; las estrategias consideradas más
efectivas fueron el desafío de la capacidad de los estudiantes y la mejora del ambiente del
aula; asimismo, esa participación ha disminuido debido a diferentes factores, siendo dos de la
desmotivación y problemas tecnológicos, etc.
3
TABLE OF CONTENT
INTRODUCTION ......................................................................................................... 7
CHAPTER I: PROBLEM STATEMENT ..................................................................... 8
1.2 Objectives .......................................................................................................... 10
1.2.1 General Objective ....................................................................................... 10
1.2.2 Specific Objectives ..................................................................................... 10
1.3 Research Questions ............................................................................................ 10
1.4 Justification ........................................................................................................ 11
CHAPTER II: THEORETICAL FRAMEWORK ....................................................... 12
2.1 State of art .......................................................................................................... 12
2.2 Virtual modality during quarantine ........................................................................ 14
2.2.1 Quarantine side effects in the educational system .......................................... 15
2.2.2 Technological issues in teaching and learning a second language ................. 16
2.2.3 Synchronous learning...................................................................................... 18
2.2.4 Teaching English as a foreign Language ........................................................ 19
2.2.5 Second language acquisition ........................................................................... 19
2.2.6 Importance of participation in learning a second language ............................ 20
2.2.7 Role of the teacher during virtual classes ....................................................... 21
2.2.7.1 Affective Filter ......................................................................................... 22
2.3 Participation during virtual modality ..................................................................... 22
2.3.1 Oral participation ............................................................................................ 23
2.3.2 Written participation ....................................................................................... 24
2.3.4 Obstacles in the development of student’s participation ................................ 25
2.4 Motivation in education ......................................................................................... 25
2.4.1 Motivation during online learning .................................................................. 27
4
2.4.2 Intrinsic and extrinsic factors .......................................................................... 28
2.4.3 Second Language motivation .......................................................................... 29
2.4.5 Rapport ............................................................................................................ 29
2.5 Motivational strategies ........................................................................................... 30
2.5.1 Motivational Strategies to enhance student’s participation ............................ 30
2.5.1.1 Sense of self-confidence and empowerment............................................ 31
2.5.1.2 Warm-up .................................................................................................. 31
2.5.1.3 Challenge students capacity ..................................................................... 32
2.5.1.4 Compassion and flexibility ...................................................................... 32
2.5.1.5 Feedback .................................................................................................. 32
2.5.1.6 Class environment .................................................................................... 32
2.5.1.7 Technological Use ................................................................................... 33
CHAPTER III: METHODOLOGY ............................................................................. 33
3. 1 Approach of the study ....................................................................................... 33
3.2 Design of the study ............................................................................................ 34
3.3 Category of Analysis.......................................................................................... 34
3.4 Population .......................................................................................................... 36
3.5 Primary and secondary sources of information ................................................. 36
3.6 Techniques of data collection ............................................................................ 36
3.7 Limitation ........................................................................................................... 37
3.8 Techniques of analysis ....................................................................................... 38
CHAPTER IV: DATA ANALYSIS ............................................................................ 38
4.1 Motivational Strategies ...................................................................................... 38
4.2 Effectiveness of Participation ............................................................................ 40
4. 3 Professional Experience .................................................................................... 43
CONCLUSIONS.......................................................................................................... 47
5
RECOMMENDATIONS ............................................................................................. 48
REFERENCES ............................................................................................................ 49
Annexes........................................................................................................................ 56
Interview .................................................................................................................. 56
Focus Group for Teachers ........................................................................................ 57
Focus Group for Students ........................................................................................ 58
Teachers' Interview Transcription ........................................................................... 59
Teachers' Focus Group Transcription ...................................................................... 66
Students' Focus Group Transcription ....................................................................... 81
Image N.1 Group Work ........................................................................................... 90
Image N.2 Interview ................................................................................................ 90
Image N.3 Teachers' Focus Group ........................................................................... 91
Image N.4 Students' Focus Group ........................................................................... 91
Schedule ................................................................................................................... 92
6
INTRODUCTION
Since Greek culture perpetuated the concept of education, it has been an area of vital
importance in society, being an ax of the development of all economical and social fields.
Last year, all these fields were affected by a new virus that became a pandemic (SARS-
CoV2, or normally called COVID-19), changing the normality to a new normality, which is
attempting to mirror the old one where there was not a pandemic. (Bianco in Deloitte Digital,
2020). “At the onset of the COVID-19 pandemic, many teachers and students faced a sudden
and complete switch to virtual classes from teaching regular classes and meeting students
face-to-face.” (Alahmadi & Alraddadi, 2020, p. 58). This new modality (virtual modality)
brought with it several challenges for teachers, such as technological issues due to the lack of
experience in this field and pedagogical issues due to the need of change in the methodology
they used before in order to adapt to the new online classes.
The transition from face-to-face to this new modality, virtual modality, it is notable as
a challenge for teachers due to its difficulties; first, the lack of ability in the technological
field; secondly, the pedagogical aspect, it needs the implementation of a methodology
different from the one used in face-to-face classes. Moreover, several aspects influence the
students' participation, such as fear to speak, lack of confidence, shyness, among others.
“Understanding the issues that influence participation in the online environment is essential
for effectively designing and facilitating online discussions” (Vonderwall & Zachariah, 2005,
p. 214). Those aspects are a stronger influence during this COVID-19 pandemic, many
students hide behind a camera off, getting as a result, a lack of interaction.
In addition, Garrett mentions that “motivation is an affective factor influencing

learning and can have a positive or negative impact on learners throughout the learning
process” (2010, cited by Wongsa & Son, 2020, p. 2). Therefore, the use of motivational
strategies are more important than ever on this virtual modality, it is important that teachers
create and provide appropriate and supportive learning environments through the
implementation of motivational strategies where students can improve their motivation.
Universidad Pedagógica Nacional Francisco Morazán (UPNFM) is recognized as the

university dedicated to training teachers in the different areas and levels that exist in the
7
educational system, one of its campus is the Centro Universitario Regional Santa Rosa de
Copán (CURSRC) located in the Western zone of Honduras, to be more specific in the Copán
department. This campus has students from different towns around that zone, which are
places where internet and electricity issues affect the connectivity of those students and
especially student participation.
Interaction plays an important and essential role in this process, teachers can
encourage student engagement and participation. According to Bloom, (1984); Chickering &
Gamson, (1987); Fleming, (1987) (cited by Zachariah & Vonderwell, 2005) “learner
participation is an essential element for active and engaged learning” (p. 214), therefore, this
study is going to focus on the students' participation due to its importance in the learning
process. Moreover, teachers are forced to rely on approaches in their attempt to manage their
classroom and motivate their learners (Dahrul, 2016), therefore, teachers in face-to-face
classes had their methodology in order to motivate class participation, but due to this new
modality teachers made a change in their methodology, including the application of
motivational strategies in order to overcome the challenges of students participation and some
technological issues as well.
CHAPTER I: PROBLEM STATEMENT
At the onset of the COVID-19 pandemic, education has had challenges in the
adaptation of virtual classes, where teachers and students have found themselves working and
studying in front of a screen. Particularly, the pandemic has generated a switch in the
perception about unexpectedly education of the teacher’s role. Teachers from UPNFM-
CURSRC have been pushed in this current modality, finding some adversities to keep
motivated the students' participation and finding some inconveniences at the moment to
communicate. According to Lim, Wudong and Zhou (cited in Tsou, 2005) say that the key of
students’ achievement is the participation in the class. In other words, the student will not
have good performance if teachers do not assure their participation in class (Padilla, 2017).
Therefore, students and teachers have remained willing to participate in the classes to
strengthen autonomous and receptive learning. In agreement with Hamouda (2012) who
attributed “the silence (in the class) has too many causes such as low mastery of English, fear
8
of speaking in front of others, contrary evaluation, shyness, lack of confidence and
preparation, and fear of making mistakes” (cited by Padilla 2012, p. 17).
Teachers with lack of experience in the field of educational technology, had to modify
their entire methodological intervention plan with their students, using a wide range of
technological tools, always aiming at learning of these and adapting others methods and
resources (D'Alfonso et al., 2020). Classes have virtually reduced the interaction, being a
factor to have less probability to understand language utterances and less the use of
motivational strategies. Interaction with students can bring the opportunity to socialize with
each other, that is why interactive and pre-class preparation allow the class to reach the
objectives and results in addition to preventing students from being distracted. “Since their
emergence (virtual classes), educational researchers have taken very seriously whether virtual
classrooms can be as effective as physical classrooms in terms of facilitating productive
learning environments and educational outcomes of students” (Alahmadi & Alraddadi, 2020,
p. 59).
It is important to motivate students to share their learning experiences through an

opinion on the topics taught during the new virtual modality in this way the student will
maintain an active role during the learning process without ignoring their lack of interest in
learning, and it does not participate in the curricular activities of the teacher and is separated
from the educational system. For example, Underwood (1987, cited in Girón, et al. 2017)
mentions that “a good English teacher must have the ability to create a friendly and
cooperative environment in the classroom” (p. 26), due to this new modality, it is more
difficult for teachers to disseminate this strategy among others, since both the student and the
teacher must get involved in the system that is used today and the only one approved to
continue learning.
The UPNFM - CURSRC is a campus that has students from the Western zone of
Honduras, where learners are from places with unstable signal and problems with electric
power among other issues, as a result, obtaining unpleasant consequences in the performance
as well as students and teachers in teaching and learning. In the same way, this campus has
students with shy personalities which affect their absence from participation, “The
preferences may be different for those with limited choice in delivery mode because of
9
additional work or the family commitments that may restrict their ability to engage in
alternative and perhaps preferred face-to-face or blended enrollment modes” (Stoessel, Ihme,
Barbarino, Fisseler & Sturmer, 2015, cited by Gillett-Swan, 2017, p. 22). These challenges
affect the teachers’ application of the motivational strategies for the performance
development, forcing them to look for new activities and strategies in order to overcome the
situation expressed before.
1.2 Objectives
1.2.1 General Objective
Analyze the motivational strategies applied by teachers of the UPNFM- CURSRC for
enhancing students participation during synchronous classes.
1.2.2 Specific Objectives
● Identify the motivational strategies used by teachers for encouraging participation of

EFL learners in synchronous classes, in the UPNFM - CURSRC.
● Examine the effectiveness of the motivational strategies to enhance the students’
participation, according to the teachers’ perspective.
● Reflect about the importance of using motivational strategies for enhancing students’
participation with EFL learners in synchronous classes, according to teachers’
experience.
1.3 Research Questions
● What are the motivational strategies used by teachers to improve students’

participation of EFL learners in synchronous classes in the UPNFM - CURSRC?
● What motivational strategies are more effective to enhance participation of EFL
learners in synchronous classes, according to the teachers’ perspective?
● What is the importance of using motivational strategies for enhancing students’
participation with EFL learners in synchronous classes, according to teachers’
experience?
10
1.4 Justification
The present research aimed to understand the perspective of teachers in the changes
made in their methodology in order to motivate students to participate in synchronous classes,
to understand the different challenges that UPNFM - CURSRC teachers went through as a
result of the pandemic, that has affected the whole world, especially educational systems. The
teachers started to face this health crisis in March 2020, they changed their classroom
methodology so that it is more effective in capturing students’ attention in virtual mode. “One
particular challenge in teaching English as a Foreign Language (EFL) is creating
environments in which learners can interact in English” (Alahmadi & Alraddadi 2020, p. 58).
As future teachers, the researchers are interested in knowing this significant challenge of
teachers and how this situation forced them to innovate their teaching strategies, in the way to
continue with the training to develop improvement strategies for students participation.
The virtual modality arose in an unexpected but necessary way, and apparently it
came to remain in the educational system, as it was mentioned before, it did bring challenges
to teachers, it has been acknowledged that one of the challenges of virtual classrooms is
technical difficulties (Al-Kathiri, 2015; Bianchi et al., 2019, Ng, 2007 & Olbertz-Siitonen,
2015, cited by Alahmadi & Alraddadi, 2020). A characteristic for the use of technology is
that some people consider it an advantage while others could be a disadvantage, that is the
case of those teachers who have lack of experience in the field of technology, those who
struggle every time they have to use technology in classes (Castañeda & Cruz, 2012).
Therefore, through this investigation, it will be possible to comprehend what teachers have
had to face developing technological abilities in order to acquire experience.
The rapid closing-off of face-to face educational work, in response to the COVID-19
pandemic, gave teachers a strong sense of the difference between online teaching and their
other modes of operation in classes. “From a postdigital point of view, online education has
blurred boundaries between material, digital and human experience” (Fawns, 2019, cited by
Rapanta, Botturi, Goodyear, Guardian, Koole, 2020, p. 925). In the way that teachers and
students have been restricted during the pandemic, it has not allowed them to continue with
that close up and interaction in face-to-face classes; losing some experiences that could have
been taken in order to enhance participation. In addition, it is appropriate to take the most of
11
the important opportunities offered by the different learning environments offered through
the multiple online applications in the way to increase students participation; the design and
organization of instruction in virtual classes play an essential role for the learning of those
students who are not used to this new modality (Anderson et al. 2001, cited by Rapanta,
Botturi, Goodyear, Guardian, Koole, 2020).
CHAPTER II: THEORETICAL FRAMEWORK
2.1 State of art
Motivation is an active behavior of cognitivism to achieve learning goals since

without motivation, there is no effort for learners to do something proficiently. In relation to
this, “motivation is considered as one of the crucial factors that can affect individual
differences in acquiring a language” (Crisfield & White, 2012, cited in Munawwarah, 2018,
p. 108). As a social-psychological factor which is frequently considered instrumental to the
differential learners in learning a language, motivation appears as a predictor of language
learning success (Gass & Selinker, 2008, cited in Munawwarah, 2018). In addition,
motivation can bring the essential impetus to initiate learning a second or foreign language to
retain it during the process to get a long learning experience. In EFL context, research carried
out by Yu (2010, cited by Munawwarah, 2018, p. 109) with a population of 207 less
successful sophomores in Band 2 English retake class in Jiangsu University of Science and
Technology, shows:
This study reported that language value motivation belongs to instrumental purpose,
which also reveals that less successful students learn English for instrumental
motivation. So, arousing the students’ interests in English learning and trying to turn
instrumental motivation to intrinsic motivation should be the responsibility of an
English teacher (p. 15).
Results of the research done by Yu (2010) showed there are some factors that can
stop the motivation from arising effectively for the student and anxiety is ingrained as one of
the factors which generates fear that stops participation in class, Yu also mentioned that
“students who suffer from anxiety in English classrooms will lead to failure in English
12
learning. The psychological problem is partly due to pressure from the teacher or some
frustrated experience” (p. 16).
The pandemic has modified different strategies to keep the oral participation in
remote classes. In a study published in 2015 by Hrastinski at Lund University, Sweden, in
which qualitative and quantitative data collection methods were used; the findings indicate
that synchronous communication has the potential to enhance online students for better
support personal participation. This is likely to induce excitement and motivation, and
increased convergence on meaning, especially in smaller groups. Synchronous
communication may be advantageous in some circumstances:
The characteristics of synchronous communication are quite different, since

conversations are conducted in real-time. The main pedagogical assumption that
motivates communicating synchronously is that participation is critical to the learning
process (Leidner & Jarvenpaa, 1995). Such communication may be disadvantageous,
since participants have to decide a date and time if they do not meet online by
coincidence. Often, online students have other responsibilities (e.g., family and work)
or may be located in different parts of the world, which makes it difficult to decide
times for meetings. (Hrastinski, 2015, p. 36).
A study from Machala, Ecuador in 2016 by Isabel Silva mentioned that “motivational
strategies are teaching and learning processes aimed at improving the educational process of
students, where the intervention of the teacher is needed, who is in charge of innovating these
strategies” (p. 3), she argues that motivation on the part of the teacher is an essential element
to improve the adaptation of the students in the process, also the motivational strategies used
by teachers in the development of the classes are a key in order to improve the adaptation of
students in the teaching-learning process.
The motivational strategies applied by the teacher should be updated with the purpose
to invite the student to enter the classroom as a positive experience and not as a punishment.
In 2012 was published a field research in Guayaquil, Ecuador by Jorge Pila, with a
population of 100 students, 6 teachers, 6 military teachers’ laboratory workers, a total of 115
people; the results of the study shows that:
13
The teacher is required to carry out motivational practices related to the language in
groups or pairs, in a way that allows students to have a good development of
communication skills, in addition to encouraging them in the classroom in a way that
positively affects their learning process (p. 132).
The motivational strategies encourage the student to be precise in the learning from
effective acquisition of information. In a recent study being a theoretical research from the
University EAFIT, Medellín Colombia (2019) by Muñoz, Ramirez & Gaviria, with a
population of shows that the implementation of motivational strategies depends on each
individual teacher’s willingness (and persistence) to enhance her/his teaching practices.
Further, it requires the ongoing support from the administration through in-service programs
where teachers are guided and accompanied by continuous support and tools to measure the
impact of the strategies. In addition, this study focuses on developing a virtual learning
system to provide an environment where students could be motivated to gainfully engage to
participate in online learning. Finally, the study mentioned previously describes multiple
ways to encourage relatedness within strategies such as demonstrating appropriate teacher
behavior, maintaining a good relationship with students, establishing group norms, protecting
self-concept and confidence, communicating effectively, and protecting motivation (Muñoz,
Ramirez & Gaviria, 2019).
2.2 Virtual modality during quarantine
The virtual environments for teaching have always been present in the educational
system, but with the outbreak of the COVID-19 outbreak completely took the public
educational system worldwide. Therefore, this change represents not only an alteration, but
an evolution that is going to stay in the system for more time than people expect to. “With
this sudden shift away from the classroom in many parts of the globe, some are wondering
whether the adoption of online learning will continue to persist post-pandemic, and how such
a shift would impact the worldwide education market” (Li & Lalani, 2020, par. 5).
This change started with the closure of schools, high schools and colleges globally,
these institutions took the decision to postpone their classes face-to-face, in order to protect
students and teachers while the pandemic was solved or controlled in the different countries.
14
However, after not significant advances that allowed these institutions to come back to a
face-to-face modality, they all moved to a virtual environment to avoid the total stop of the
educational system. “Since the outbreak of the COVID-19 virus, educational institutions from
all around the world have migrated from the traditional methods of learning to imparting
education through online means.” (Dineshkumar, 2020, p. 4); this change more than an
option was a necessity, as stated by Dhawan (2020):
The shift from face-to-face lectures to online classes is the only possible solution.
Indeed, academic institutions would not be able to transform all of their college
curricula into an online resource overnight. Distance, scale, and personalized teaching
and learning are the three biggest challenges for online teaching. Innovative solutions
by institutions can only help us deal with this pandemic (p. 8).
As a result of the situation, there were several changes in the field of education, as
Alas, Hernández & Moncada mentioned in 2020 “In Honduras, the Prime Ministry of
Education acted quickly and began the closure of the centers at the Pre-Basic, Basic and
Middle levels ” (p. 2) and not only this levels but the superior level (college), the closure was
necessary in order to protect all individuals, leaving teacher and student with insecure about
how the educational process was going to continue. According to Díaz, Caminero,
Hernandez, Gonzalez & Castillo (2020) “the governments have launched emergency policy
initiatives based on the suspension of classes and the closure of educational centers to
continue teaching from homes electronically in use of information and communication
technologies” (p. 3). Through this way, the contagion of infections in people can be stopped
and put the lives of thousands of people at risk, including the elderly, children, and people
with underlying diseases.
2.2.1 Quarantine side effects in the educational system
As a result of the new form of education, learning has been imparted differently to
young people, children, and even some adults; teachers have had to adapt to the new modality
and impart their knowledge through different applications, becoming a methodology
synchronous teaching, in such a way that as a result of this new modality that from now on
continues to cause positive and negative effects on the student’s learning process and on the
teaching process as well, according to Díaz, Caminero, Hernandez, Gonzalez & Castillo
15
(2020) “Faced with these sanitary health facts, teachers have had to adapt at a dizzying pace
not only to new methodological approaches, but also to their own confinement, presenting
high levels of stress” (p. 2), in such a way that both teachers and students must adapt to the
constant changes in school development.
During COVID-19 pandemic, the UPNFM - CURSRC campus has not been the
exception, it changed to virtual modality, maintaining the teaching-learning process through
synchronous classes; the effects of online teaching have been crucial for different aspects due
to the selection of technological tools used by the UPNFM. “The stress of teachers and
students began to feel the accumulation of excessive tasks, unclear instructions, lack of
support from the Institutions and the lack of technological means are the main problems
pointed out by teachers” (Díaz, Caminero, Hernandez, Gonzalez & Castillo, 2020, p. 2).
Some difficulties faced by this new modality include a poor online teaching network
infrastructure. Onset pandemic, this center used WhatsApp to offer the students a way to keep
the learning process, it was not enough for quality performance, meanwhile, it looked for
other alternatives and as a result, the university offered Webex for synchronous classes, then,
the use of Zoom and Google Meet.
UPNFM teachers have received educational workshops to adapt to this pandemic,

offering outbreaks to give students their right to education. Nevertheless, Teachers were
influenced by the use of novel methodologies and strategies to manage the different
assignments and content, generating at some point, different emotions such as frustration and
stress. These feelings of hope but at the same time uncertainty has affected not only students
but the teachers (Alas, Hernández & Moncada, 2020).
2.2.2 Technological issues in teaching and learning a second language
During the pandemic, everything was uncertain for the schools and universities in the
implementation of technological tools. People had thought the quarantine was going to last
two weeks in March, slowly the quarantine was extended for months, so, the educational
system had to adapt to the virtual modality. Technology has been influencing in the
developing of teaching and learning a second language, using different tools to alternate the
level of electronic devices, as a result, some countries such as Cuba, the Dominican Republic,
Haiti, Honduras, Panama, and Venezuela have made huge effort to apply multiple strategies
16
using technological devices to continue with the distance learning, but not all strategies were
reaching everyone equally since online education differ in the use of devices: from online
education with access to educational materials aligned with the curriculum and permanent
communication between students and teachers, to access to a radio or television program
without interaction with a teacher, to the delivery of study guides via WhatsApp viewed on
the screen of their mother’s or father’s mobile phone (Jaramillo, 2020). Unfortunately, for
some regions of Honduras, the use of technology is low for economic reasons, that is why
some students are able to receive classes during the new modality through the use of apps and
other platforms.
Technological devices have become an integral part of second language teaching. It is

not a current phenomenon, the use of technology has become embedded in everyday life due
to the pandemic. The diversity of devices used in synchronous classes has increased and
besides computers, mobile devices, such as tablets and smartphones, have become a part of
teaching and learning activities. Zaho (2018) mentions that technological tools are a key
element for the development of different activities that promote the desired result and the
improvement of the teaching process learning a second language and that the use of the
technological tools are increasingly used by the demand of the global environment.
Even though technology can enhance teaching in multiple ways, it can also cause
problems. There can be issues with the devices themselves, teachers and students might not
yet be comfortable enough with technology to benefit from the use of it in teaching.
Technological devices can enhance teaching, they do not always work perfectly and there can
be other concerns related to the use of technology, such as difficulties with the internet
connection. “Even though modern technology is highly developed, and the teachers relied
highly on technology, problems occurred, and they caused difficulties for the teachers.”
(Raiskinmäki, 2017, p. 21), in this way, sudden issues with the use of technology could
disturb and hold up teaching a second language. Both issues with the internet and with the
use of devices.
COVID-19 pandemic affected in a huge way Honduras, because of the lack of

preparation in order to face this global challenge and the lack of technological formation,
according to Alas, Hernández & Moncada in 2020:
17
The pandemic found the Honduran system without the necessary preparation
to move from face-to-face education with resources and strategies designed for those
conditions, a situation of temporary closure of educational centers and the need to
implement the option of “distance education” (p. 3).
The use of apps was the main strategy for this new modality between them: Webex,
Google Meet and Zoom. These tools have been the major resource during the beginning of
this pandemic, whereas much as teachers and students got used to using them, they really
needed to learn. Simply these people had to follow workshops to know how to handle these
apps that have brought a solution for education, as Alas, Hernandez and Moncada mentioned
in 2020 “almost 75% of teachers indicated that they require training to use educational
platforms such as Google Classroom, Moodle, Blackboard, etc.” (p. 6). In the case of
Honduras, according to Alas, Hernandez and Moncada (2020) during lock down, the
educational department in Honduras has encouraged different strategies to maintain the
educational activities on the different levels of the system. Teachers and students are working
using videos, online synchronous classes, television, teacher's guide, among others. In the
specific case of the UPNFM institution, according to different teachers from this college, they
received different workshops in order to adapt the methodology with the use of the different
platform for synchronous and asynchronous teaching.
2.2.3 Synchronous learning
The virtual or online classes can be separated into three categories: synchronous,
asynchronous and a cross between the two types mentioned before. An asynchronous class
environment provides learners with different online materials that are available at any time,
giving the students the possibility to work at their own speed and time. Synchronous class
environment, on the other hand, refers to an online interaction in real time, requiring the
simultaneous attendance of the learners and the teacher. And a hybrid modality is a
combination of synchronous and asynchronous methodology, used to develop the class in
altogether and individually (Perveen, 2016).
As is known, the outbreak of the COVID-19, and with the quarantine the pressure on
the educational system to look for new ways to avoid the total cease of the academic
processes, was enormous. The students were forced to move to a virtual modality using a mix
18
of synchronous and asynchronous methodology, obligated to receive classes at home. With
these modern challenges teachers and students, most pass by a process of resilience in order
to adapt themselves to the use of technology, especially teachers that are part of the
generations that did not have as much contact with the contemporaneous technology as the
younger generations (Amiti, 2020).
2.2.4 Teaching English as a foreign Language
English is in third place of the most spoken languages in the world, also it is the
official language of one of the world powers, United States, and it is considered as the global
language, due to its importance is why it is taught in several countries as a foreign language;
according to Nayar, English as a foreign language (EFL) “refers to a situation in which
English has no internal functions and low communicative use” (cited by Panyasi, 2015, p. 2).
English, as in numerous countries, is taught as a subject in schools, high schools and colleges,
in some cases with the limitation of not having the opportunity to practice the language
outside the classroom. In addition, English had been taught in Honduras as a foreign language
since World War II finished, when the need to speak another language emerged due to
economic reasons, as Vargas mentioned in 2010 “the influence of the big world powers over
the developing countries creates the need to speak, read, write and translate the language
spoken in the industrialized nations” (p. 10).
Currently, due to COVID-19 pandemic, the process of teaching English as a foreign

language (EFL) have moved on from a face-to-face modality to virtual modality; teachers
have been carrying this process out through synchronous learning, according to Rigo and
Mikuš (2021) some frequent methods used during these synchronous classes include video
conferencing, teleconferencing, live chatting, and live-streamed lectures that have to be
viewed in real time.
2.2.5 Second language acquisition
Speak fluently makes learners acquire the language with some ease and spontaneity, it
is not only understanding the concept or format of the language (Dong & Ren, 2013, cited by
Yunus & Hashim, 2018). Educational institutions play an important role in order to expose
the learners to acquire the language successfully. However, the students’ motivation should
19
be paid considerable attention since motivation is actually the driving force for them to
advance further. English is a global language spoken in oral and written communication but
sometimes as any language can be altered with some factors in class as stated in Al Hosni
(2014, cited by Yunus & Hashim, 2018):
The dynamic of the learning process could promote confusion and problems that
could hinder the process of language acquisition. Students’ difficulties are found
because of ineffective input and output, having no real need for interaction, attaching
too much importance to language forms and written tests. Some learners also lack the
motivation to speak English. They do not see a real need to learn or speak English (p.
208).
Making use of the language in daily life, which implies interacting with other people
and not only in class, is part of the process of language learning. “Many students are very shy
and afraid to speak English with other friends” (Cole, Hermon, & Yanti, 2015 cited by Yunus
& Hashim, 2018, p. 209) at some point the students have not had enough interaction when
they were young children at school because of fear if they were going to say something bad
and grew up with that concept. This is then later agreed by Ansari (2015) and Al Hosni
(2014) in their study on speaking anxiety in ESL/EFL classrooms which his findings have
found out that “speaking anxiety is the major cause that leads and contributes to learner’s
language acquisition” (cited by Yunus & Hashim, 2018, p. 209). In addition, students who do
not talk in front of others, tend to distrust their potential because they have not yet entered an
environment that motivates them to feel confident.
2.2.6 Importance of participation in learning a second language
Nowadays, it is of great importance to be able to express oneself orally in English and

this involves participation in class, since it allows students to become familiar with the
English language. According to Jalongo et al. (1998, cited by Hamzah, 2016) “participation
in the classroom helps students perform better, and they are able to master the course
materials. Moreover, active students can perform better in classroom assessments such as
tests, homework, and examinations” (p. 3); participation can be scary for some students that
they must work through slowly to lose their fear. Mustafa et al. (2010, cited by Hamzah,
2016) claim that “students who actively participate in the classroom are expected to get better
20
results” (p. 3). Therefore, poor participation may affect students’ academic achievement, and
it reduces the encouragement of learning by feeling unmotivated.
2.2.7 Role of the teacher during virtual classes
As a result of the health crisis, everyone has been affected in terms of health,
economy and education, teachers have had to adapt to the new teaching regulations through a
screen and accommodate students to the new virtual modality and adopt a new role in teacher
participation, according to Beijaard (1995) “affirms that the professional identity of a teacher
is made up of three factors: the subject taught, their relationship with the students and their
role or conception of the role” (p. 282) in this way the teacher continues imparting their
knowledge but not in person.
The role of the teacher in schools is always important, for this reason the teacher must
be aware of the role they develop within the educational environment. According to Adams
(1970) “the role of a teacher is related to what individuals actually do (their behavior), while
the role of an individual can also be influenced by the expected actions of individuals” (p.
121). Undoubtedly, the learning trainer must obtain a firm position before his performance
through this new situation that is faced today; the teacher must maintain this positivism
during class teaching and transmit the knowledge peacefully so that the student does not feel
that through the new change it affects their academic performance. The teacher has adapted to
the current modality of virtual classes, using ICT (Information and Communication
Technologies) tools to keep this connection alive with students, according to teacher Graciela
Amaya (1997):
At this time when the teacher is no longer the only one and privileged bearer of
knowledge, and comes to be complemented by videos, by the interactive databases,
through the networks and the multimedia systems, the school is obliged to redefine its
aims and, of course, the curricular contents (p. 24).
In such a way that the teacher, in order to be able to relate better with the students,
has sought a way to connect with them beyond the internet and technological screens,
obtaining a more interactive role with the student and not giving a chance to boredom and
laziness.
21
2.2.7.1 Affective Filter
Affective filter is a factor that must be taken into account when a person is acquiring a
new language, according to Park, Hong, Choi, Hwi and Larsen (2014) “affective filter is
essentially a barrier between a learner and a subject: in this case English” (p. 46). This filter
might influence the class participation due to its effect, as Park, Hong, Choi, Hwi and Larsen
mentioned in 2014, affective filter produces negative feelings by the environmental
conditions or stimuli that spark certain emotions, typically leading to anxiety, self-doubt, and
boredom which interfere with the processes of acquiring a second language. In this way,
Gonzáles, Córdova and Fúquene (2019) argue of the levels of affective filter, low or high:
In the construction of knowledge appear affective variables associated with the

success or failure of acquiring a second language, called affective filter that is an
invisible psychological barrier that can facilitate or hinder the production of
language; when this is high, people can experience stress, anxiety and lack of self-
confidence that can inhibit success in acquiring a second language, on the other hand
if the affective filter is low, it facilitates risk-taking behavior with regarding the
practice and learning of a second language (p. 56).
The effect of the affective filter in the student’s influence in the way of participate, if
he or she has or not an active participation, for instance, if a student has this barrier with the
language, in this case English, he or she will not be that active at the moment of participating
in class, and vice versa if a student has a low affective filter will be an active participant.
2.3 Participation during virtual modality
A class environment is formed successfully by different factors. One of these factors

involved is engagement of the class (by the students) and one element in order to keep
engagement is incentivization of the students' participation (Connecticut State Department Of
Education, 2020). Students’ participation in online environments is often related to the
percentage of grade weight assigned to discussions for the class development (Jiang & Ting,
2000, cited by Vonderwell & Zachariah, 2005). In order to have an active engagement
learning environment, participation is pivotal in the classes’ development. Moreover, with the
22
new modality, learners may embrace a new personality, and they do not feel the pressure to
participate in an online learning context because they do not see each other directly and when
they can hide themselves behind the camera that is turned off. (Vonderwell & Zachariah,
2005).
Students can express themselves if they feel comfortable with their teachers and the
rest of the class, coupling their ideas without reason to be rejected for their opinions, as
Rothstein & Haar (2020) expressed:
Eliciting a student’s participation requires that they trust the instructor will support
them when leaving the safety of silence by sharing their answers and ideas in front of
the class (13, 20). It also helps if students expect and perceive the same quantity of
effort and quality of work from the instructor, as the instructor expects from the
students (14). (p. 2).
2.3.1 Oral participation
Throughout the school education of each individual it is important to encourage

participation orally, so for that reason the students can communicate clearly and in an orderly
way their opinions and ideas on a certain topic, according to Houser & Frymier (2015) “Oral
participation is generally highly valued in classrooms and is often thought to be a good
indicator of student engagement with learning” (p. 1); so that by maintaining active
participation the student is interacting with the teacher and lets him know about his points of
view on a certain subject.
Due to the health crisis that began in early 2019, health authorities closed public
places, including schools, in order to prevent COVID-19 infections. As a result of this
problem, it has been good to teach classes through virtual classes. The teachers' methodology
has been transformed by this situation, although before it was known in every classroom,
there were students who always raised their hands to participate and there were students who
were hesitant to participate. “The virtual classroom is an opportunity for synchronized
meetings to strengthen the teaching-learning process and intergroup contact” (Tejar, 2020, p.
1).
23
Nowadays, virtual classes continue and the performance of the teacher and the
students has been seen, in such a way that as requirements in classes the students must
participate and turn on their cameras according to Art. 39 Coexistence Code cited by Tejar
(2020). “Leaving the virtual class without justification and / or turning off the camera if you
must do so for any reason, you must indicate it in the session chat” (p. 3) in the same way,
according to Tejar (2020) the students must “keep the microphones deactivated while they
are not participating orally” (p. 2) for learning to remain effective, students must follow these
new rules imposed by their teachers and educational centers.
For the virtual classroom process to be positively maintained according to Top Class
(2020) “Online discussions also give students the opportunity to interact with each other and
build relationships. A sense of community develops as a motivating factor when things get
tough.” (par. 1) In such a way that the discussions within the classes give the students the
opportunity to reflect and apply what they have learned during the training process, and gives
the teacher the guideline that the students are going to the level that he / she has taken them.
2.3.2 Written participation
Participation has been argued to be an intrinsic part of the learning process (Wenger
1998, cited by Hrastinski, 2008). Due to COVID-19 pandemic, education changed to virtual
modality, therefore the participation is online, and this type of participation is commonly
characterized as being equalled with writing. Hrastinski (2008) mentioned, for instance, a
learner that writes many messages or many words is assumed to participate more actively
than a learner who does not.
Through the use of synchronous learning some students make use of the chat in order
to say their points of view or a specific answer during classes, also the quality of the
synchronous discussions is appropriate for instructional activities that require spontaneity and
fast interaction (Murphy & Collins, 1997, cited by Chen, Shing and Tsai, 2009), in several
cases teachers make activities which demand the participation of the students through the
chat, in other cases, it is up to the student use the chat instead of participate orally.
24
2.3.4 Obstacles in the development of student’s participation
Due to the pandemic, participation in the EFL classroom is indispensable for students
to improve their English skills in online classes, since this strategy encourages the active
learning that benefits critical thinking, listening and speaking skills, as well as attention and
engagement in the classroom. According to Fingermann (2011) “participation in class is the
key to learning; to achieve intrinsic motivation and to forge oneself as a self-employed
student; in short, not to be a passive subject of the educational process of which the
protagonist is the student” (par. 1).
Despite the benefits of being participative in class, students are not currently very
involved in online classes. Many students do not dare to participate out of shame, for fear of
being wrong, because they are the object of ridicule from their peers who are inclined to
condemn these actions that they see supposedly as “wanting to stand out”; for low self-
esteem, because they believe they are not able to know the answers or how to manifest them
(Fingermann, 2011). Their personality might become an obstacle to their participation in
class.
Another fact that appears during the teaching-learning process in virtual classes,
known to most students in Honduras, is the obstacle with signal connectivity problems and
electrical energy in the homes of each Honduran. This stops the active participation of
students in the classes, stopping the practice of oral and written skills in such a way that
students and teachers stop and waste time re-establishing connectivity. However, this is
possible for some regions of the country. According to La Prensa, the National
Telecommunications Commission (CONATEL cited by Bu, 2021, par. 5) “estimates that
40% of the population had Wi-Fi or mobile Internet access in 2020”. This is a difficult
situation that all Hondurans go through every day during virtual classes. Things that are not
in their hands, even university students, scholars, parents, and teachers across the country
who depend on virtual classrooms are struggling to cope with this horrible situation.
2.4 Motivation in education
Motivation is a powerful tool for educational performance to create a fear atmosphere

in the classroom. Likewise, in a study of 200 Hungarian teachers published by Dörnyei and
25
Csizer (1998, cited by Koran, 2015), it revealed that “teachers’ behavior was the most
important tool for students’ motivation” (p. 3); this means that teachers are the key and the
first important element to try the implementation of motivation. The teachers’ engagement in
the classroom is uniform since anything a teacher does in the classroom can influence the
motivation of students in a positive or negative way, there is a characteristic that can play a
significant role in motivation and the academic achievements of the students, this is the
enthusiasm, that feeling of encouragement to transmit the teaching. Enthusiastic teachers love
what they do, and it can be seen through their dedication, commitment and passion for
education (Koran, 2015).
It has been said that the school is the second home for learners, in this way the
students can feel valued by their teachers. As Koran (2015) stated, “It is very important that
the students should feel that the teachers really care about them, and they are ready to do
everything so that their students can learn successfully” (p. 3). Therefore, students can
maintain the attention effectively, showing their ability and desire to acquire a knowledge of
driving a successful learning. Moreover, Dörnyei (2001, cited by Koran, 2015) argues that
“teachers should be available mentally and physically within the students’ reach” (p. 3); this
will be effective for both (students and teachers) to adequate an excellent environment, even
some students can feel motivated about their teachers, copying of their image as future
professional people. “Such teachers are more likely to inspire the students in learning matters
than those who have no personal interest in learners’ issues” (Dörnyei, 2001 cited by Koran,
2015, p. 3). Therefore, it is predominant to have a pleasant environment where trust and
respect are guaranteed.
There is an indicator that can interfere with student learning, in which they may
become overwhelmed in front of classmates and the teacher. According to Dörnyei (2001
cited by Koran, 2015) states that “students’ anxiety is the most powerful factor undermining
their motivation and hindering language learning achievements” (p. 4). The solution is
creating a relaxed and supportive atmosphere in the classroom, in addition, Dörnyei (2001
cited by Koran, 2015) mentioned three components of physiological environment of the
classroom:
26
They are: “teacher’s rapport with the students, students’ relationship with each
other and norm of tolerance”. In a tolerant classroom, students can take risks
communicating in the target language; since they feel safe from embarrassment and
their mistakes won’t be laughed at and criticized, where realizing mistakes is a natural
part of learning. In such an atmosphere, students are encouraged to express their ideas
freely on different issues that will in turn increase their self-confidence and
motivation. Another tool for creating a relaxed and supportive classroom atmosphere
is the use of humor (Dornyei, 2001, cited by Koran, 2015). This might also decrease
anxiety and cause a relaxed atmosphere (p. 4).
2.4.1 Motivation during online learning
During two years of COVID-19, online learning has been another distinct way to
teach from a distance education. “Online learning can be described as a form of distance
education made possible by technological devices used by isolated learners in their own
settings away from the main education source” (Hartnett, 2016, cited by Sevilen & Meşe,
2021, p. 13). Motivation online can be a complicated process for an active behavior because
of different elements that can change the role in front of a technological tool what one day
was in person. On the other hand, Hartnett et al. (2011, cited by Sevilen & Meşe, 2021)
express motivation in online learning as a complex phenomenon which is affected mostly by
individual traits and specific circumstances. One reason that can affect during online class is
the decreased participation; according to Kyewski & Krämer (2018, cited by Sevilen & Meşe,
2021) “motivation is worth exploring in an online course because students are inclined to
participate less and high attrition rates lead to motivational questions in distance education
for instructional designers” (p. 13).
Motivation or the lack of it relies on in a meaningful way in the teacher role,

especially in humanistic areas. In a study that examined teachers’ experiences of online
education at a private university by Şener et al. (2020, cited by Sevilen & Meşe, 2021) found
that a “lack of learner motivation, interaction, and autonomy was the second most frequently
referred issue influencing teacher’ experiences. Therefore, it can be concluded that there is a
dynamic interplay between learner motivation and positive classroom experiences in online
settings” (p. 13).
27
The tools belonging to the apps used for synchronous classes can be a way to
motivate students in the sense of easily finding resources that help them at the moment. As
stated in Campbell and Sarac (2018, cited by Sevilen & Meşe, 2021) mentioned that the
“technology is integrated into language learning at an increasing rate in order to boost
students’ motivation and maximize their understanding of the content” (p. 14), in this way the
internet is a favorable resource with a lot of accessibility to the content and different tools to
improve the language. On the other hand, Rubio (2013, cited by Sevilen & Meşe, 2021)
suggested that “a well-designed blended course with online and offline elements can be more
effective than a well-designed face-to-face or a well-designed purely online course in helping
students maximize their motivation as well as proficiency in second language education” (p.
14). In addition, with a room with different well-designed display elements, whether in any
app in which the online class is held, more motivation by both (students and teachers) will
bring an effective interaction and motivation.
2.4.2 Intrinsic and extrinsic factors
Motivational factors can be intrinsic, which come from an internal behavior of the
individual, or extrinsic, which they are external. According to Herzberg (1987) intrinsic
motivation includes: achievement, recognition for achievement, the work itself,
responsibility, and growth or advancement. Meanwhile, factors that are extrinsically
motivating are: company policy and administration, supervision, interpersonal relationships,
working conditions, salary, status, and security. Both factors, intrinsic and extrinsic, are
essential and must be taken into account due to their effect on the motivation of a person or a
group.
Intrinsic factors come from the inside of a person; according to Ryan and Deci,
intrinsic motivational factors are “the doing of an activity for its inherent satisfactions” (2000,
cited by Singh, 2016, p. 199). There are personal things that contribute to the motivation of a
person. Moreover, intrinsic motivation is doing an activity that will bring satisfaction and
interest for having made it. (Legault, 2016). Therefore, intrinsic motivational factors are
psychological feelings that a person gets from doing meaningful work and performing it well.
Extrinsic motivational factors come from the outside of a person; they are called
extrinsic because they are external to the work itself, and other people are able to control
28
their size and whether they are granted (Signh, 2016). They are external things, rewards that
come from someone, which contribute to the motivation of a person, following Signh (2016)
idea:
Extrinsic motivation is defined by London (2009) as “doing something because it

leads to a separable outcome … [which means] that outside encouragement or
rewards are earned from performing a task rather than actual enjoyment of the task”
(p. 199).
2.4.3 Second Language motivation
It is easy to understand why motivation is important in second language acquisition: it

provides the main motivation to initiate second language learning, and then the driving force
to maintain the long and tedious learning process; in fact, all other factors involved in the
second language acquisition is to some extent take motivation as the premise. Without
enough motivation, even the most outstanding people cannot achieve long-term aims, and
proper good teaching alone is not enough to ensure student accomplishments. Alternatively,
high motivation can make up for a person’s considerable shortcomings in language ability
and learning conditions (Dornyei & Ryan, 2015).
2.4.5 Rapport
Rapport is one of the elements that influence the development of an effective and
comfortable learning-teaching environment. “Rapport, defined as harmonious interactions
between teachers and students (Bernieri, 1998) or a relationship with mutual understanding
and satisfactory communication (Carey, Hamilton, & Shanklin, 1986).” (Murphy and
Rodriguez-Manzanares, 2005, p. 168). In order to achieve class goals, it is necessary that
both, teachers and students, have a connection, not personal, but as a learner- teacher, where
both feel comfortable and there is space for doubts and constructive criticism.
In online classes, other factor are taken in account because the interaction with the
teachers and the faculty is different to an interaction face-to-face, as expressed by Glazier
(2016):
29
Some scholars have suggested that the difference in retention rates between online
and in-person classes is due to the lack of contact between faculty and students (Betts
2009; Boling et al. 2012). Scholars have even found a significant difference in
students’ sense of community in blended versus entirely face-to-face courses (Roscoe,
2012, p. 4).
2.5 Motivational strategies
Due to the challenge that represents maintaining the motivation of a group of students,
for teachers, they look for some strategies in order to enhance the motivation in the class
because the lack of interest or motivation is a problem very typical, as Dornyei (2001) asserts
“in education contexts demotivation is a regrettably common phenomenon” (p. 51).
Currently, the COVID-19 pandemic has influenced the motivation of the students negatively,
therefore, it has been harder for teachers to maintain their motivation. Moreover, Andrew D.
Cohen and Zoltán Dörnyei (2002) came to the conclusion that “Motivation is often seen as
the key learner variable because without it, nothing much happens” (cited by Ya-Han, 2009,
p. 1). As a result, teachers started to apply motivational strategies in their classes in order to
enhance class motivation; according to Guilloteaux & Dörnyei (2008) motivational strategies
are “instructional interventions applied by the teacher to elicit and stimulate students'
motivation” (cited by Alrabai, 2011, p. 1).
2.5.1 Motivational Strategies to enhance student’s participation
The correct application of motivational strategies can be satisfactory for the students
for their personal motivation and own learning. According to He (2009) strategies in
motivating language learners should be seen as an important aspect of motivation towards
learning a foreign language especially if it is through synchronous devices since the
distraction or boredom get easier with this modality.
A good attitude is essential in class to improve the environment in order to enhance

the motivation, know and apply different strategies. Cheng and Dörnyei’s study (2007, cited
by He (2009), which indicates that “showing teachers’ enthusiasm through their behavior is
one of the most important and frequently-used motivational strategies” (p. 8). Students are
going to perceive the teachers’ vibes with either a good or bad sense of humor, teachers are
30
the critical image in the class. However, online participation requires motivation and the
student's attitude, in this way Tunc and Tasgin (2018) mentioned that:
Teachers’ supportive role in the classroom is another important aspect in ensuring the
students’ effective participation. The teachers try to motivate the students in the best
way. Sometimes there are introverted students or students who do not actively
participate in the classroom. The teacher should reinforce and appreciate the positive
behavior of such students. They should give opportunities to such students and plan
activities according to their interests and needs. A strong teacher-student relationship
has a positive effect on students’ active participation and motivation (p. 58).
2.5.1.1 Sense of self-confidence and empowerment
As stated before, there are some strategies to enhance students’ participation, such as
a sense of self-confidence and empowerment. According to Dörnyei (2016) “Self-confidence-
the belief that one has the ability to produce results, accomplish goals or perform tasks
competently is an important dimension of self-concept. It appears to be akin to self-efficacy,
but used in a more general sense” (p. 277). Despite that the classes are student-centered,
teachers must show confidence and empowerment about the topic they are teaching, if not,
students do not feel certain about the information they are managing or receiving.
2.5.1.2 Warm-up
Warm-up is an activity that not all the teachers apply, but it is one of the factors that
can influence in a huge way in the motivation of the students and therefore, in their
participation during classes; this motivational strategy is also mentioned by Kassing in 2011:
The student-teachers stated that the lecturers who directly jumped into the learning
process without conducting a warm-up first were less likely to hold their attention and
engagement in the classroom. Warming-up activities could reduce the anxiety of the
student-teachers by activating their prior knowledge, so they could anticipate what
was to be learned that day. (p. 73)
31
2.5.1.3 Challenge students capacity
Autonomy is something that every student should develop in order to have a better
understanding of the learning process and teachers can develop it through challenging
students' capacity; according to He (2009) “in order to increase students’ motivation toward
learning language, providing the learner with challenges is one of the essential factors of
making the learning tasks stimulating (Pittman, Emery, & Boggiano, 1982)” (p. 40).
Therefore, challenging students’ capacity is another motivational strategy which also works
together with the autonomy of the student.
2.5.1.4 Compassion and flexibility
It is necessary to have some flexibility in the classes in order to reduce the effective
filter, creating a better understanding and showing the students that it is normal to make
mistakes, reducing their fear of making them. This is confirmed by Dörnyei (2016) “Try to be
empathic, congruent, and accepting; according to the principles of person-centered education,
these are the three basic teacher characteristics that enhance learning” (p. 282). Showing, in
this way, that it is necessary to have some compassion and empathy for learners to improve
different aspects in the classroom and in the relation of teacher-learner (rapport).
2.5.1.5 Feedback
According to Kassing (2011) “Use motivating feedback by making your feedback

informational rather than controlling; giving positive competence feedback, pointing out the
value of the accomplishment; and not overreacting to errors (for a summary of error
correction without generating anxiety” (p. 282). This factor applied by the teachers plays an
important factor in the motivation of the students during class.
2.5.1.6 Class environment
Class environment is also a very influential factor that has to be taken into account to
enhance students’ participation during synchronous classes, according to Kassing (2011)
“The class environment is an important factor in the development of interest in and
enjoyment for studying a second/foreign language (Song, 2005)” (p. 21). Therefore, the class
32
environment works together with the rapport, these aspects must be present in teachers’
classes.
2.5.1.7 Technological Use
This is one of the most significant factors during synchronous classes due to the
current situation of Covid-19 pandemic, the way teachers use technological tips influence in
the motivation of their students, according to Rothstein and Haar (2020) “A common problem
the authors have experienced in the synchronous virtual classroom is the student or students
who choose not to use their video options during online class meetings” (p. 163). In addition,
these authors mentioned that using the strategy of calling on individual students is a great
strategy for encouraging students to turn on their camera to show their presence in class.
CHAPTER III: METHODOLOGY
3. 1 Approach of the study
The subject of this investigation is to explore the motivational strategies applied by

English teachers in the UPNFM - CURSRC in students participation focusing on the
experiences and perspective of them, how they are dealing with the implementation of
motivational strategies during the pandemic; because as a result of the health crisis that has
affected the whole world, teachers need to implement strategies to maintain the motivation of
students during virtual classes in this way the student will be in better contact with the
content that is taught through a screen and this is functional for their learning; which coincide
with Katayama’s definition of qualitative study, “the qualitative research approach seeks to
scientifically study human imaginaries, representations, cultures and subcultures. In a word,
everything that is related to the social universe and the representational world of the human
being” (2014, p. 17).
The approach of this study is qualitative because one of the objectives is sectioning
through a reflection based on teachers’ experiences about the importance of using
motivational strategies for enhancing students’ participation with EFL learners in
synchronous classes. Therefore, qualitative studies are in the words of Palmer and Bolderston
(2006) “an interpretative approach, which attempts to gain insight into the specific meanings
33
and behaviors experienced in certain social phenomena through the subjective experiences of
the participants” (p. 16).
3.2 Design of the study
The investigation is a case study since it only seeks to know and understand a
particular case for a group of teachers and students with theoretical bases of the investigation
that will allow obtaining correct evidence. According to Yin (2009) “as a research method,
the case study is used in many situations, to contribute to our knowledge of individual, group,
organizational, social, political, and related phenomena” (p. 4). Therefore, this study is
centered on the phenomena of COVID-19 quarantine and the problems faced by a group of
teachers located on the Western side of the country during this time, motivating the
participation of the students since with this type of design will figure out a bit of their
thoughts about the online learning. It relates what Yin (2018) did point out as “a descriptive
case study whose purpose is to describe a phenomenon (the “case”) in its real-world context”
(p. 350).
3.3 Category of Analysis
Categorization is a fundamental part of qualitative research for the analysis of

interpretation of the data obtained. The categories are the different values that help the study
to classify or code in a clear way in order to determine an investigation. Morse (2008) defines
category as a “collection of similar data sorted into the same place, and this arrangement
enables the researchers to identify and describe the characteristics of the category” (p. 2).
34
Objectives Categories Definition Subcategories Units of analysis Instrument
Identify the -sense of self- -class Interview

motivational Motivational Motivational strategies confidence and development Focus Group
strategies used strategies are tactics, techniques, empowerment -games and Observation
by teachers for or approaches to -warm-up music
encourage learners or -technological tips -Use of camera
improving
students to participate -feedback on.
participation in in the teaching and -challenge the - use of the chat
EFL learners learning process (IGI students capacity -
in synchronous global, 2021). -improvement of the teachers´attitudes
classes, in the class environment
UPNFM- -compassion and
CURSRC. flexibility
Examine the Participation matters -sense of self- -engagement Interview

effectiveness Effectiveness as a core value in open confidence and -rapport Observation
of the of and democratic empowerment -Written and oral Focus group
motivational participation societies, and -warm-up participation
increasingly is -technological tips
strategies to
recognised as a ‘right’ -feedback
enhance the through global human -capacity challenges
students' resource documents… -improvement of the
participation, (Stanley, 2021) class environment
according to -compassion and
the teachers´ flexibility
perspective.
Reflect about Professional -Pedagogical issues -teachers plan Interview

the importance Professional experience is a key -thoughts and or contents Focus group
of using Experience component of teacher perception -Personal
motivational education programs, motivation
strategies for bringing together the -Affective
different disciplines of filter
enhancing Education into a real-
students' world setting. (Brown,
participation 2008)
with EFL
learners in
synchronous
classes.
35
3.4 Population
In order for the research to be effective, the different characteristics that the
participants possess to be part of it are described below since, according to Gómez, Keever,
Miranda (2016) “the study population is defined as a set of cases, determined, limited and
accessible, which will constitute the subjects for the selection of the sample, and must meet
different characteristics and criteria” (p. 202) for this reason, this study will count on the
collaboration of 3 teachers belonging to the UPNFM - CURSRC, who have been working at
UPNFM - CURSRC for more than 1 year; at the same time, a group of students who study at
this regional headquarters whom are from the Western zone of Honduras belonging to the
career of Teachers in teaching English. These participants were selected because they meet
the following characteristics: they work in the same institution teaching classes that are
required for students, they all have their master’s degree, and the students are currently into
the English career at the university in 2019.
3.5 Primary and secondary sources of information
The primary source of information are the teachers and some students of the UPNFM
- CURSRC, while the secondary sources that are available are articles, thesis, research from
institutions and / or universities and dictionaries collected through the internet.
3.6 Techniques of data collection
In this study, three data collection techniques will be used with the objective to
explore the motivational strategies to enhance participation applied by English teachers in the
UPNFM - CURSRC focusing on the experiences and perspective of them; mainly a semi-
structured interview will be applied, which will facilitate the data collection process in an
organized manner, which will allow a collective analysis based on the answers of the
interviewees. “Semi-structured interviews have a degree of flexibility because they start from
planned questions, which can be adjusted to the interviewees” (Díaz, Torruco, Hernández &
Varela, 2013, p. 163). This instrument gives the opportunity to the investigators to adapt the
question to the participants and to get deeper on some topics.
36
The use of a focus group, will allow studying the opinions of a group of students
regarding the Motivational Strategies Applied by English Teachers in the UPNFM-
CURSRC, in this way confirm and strengthen the opinions that were shown during the
interview with the teachers, since according to Freitas, Oliveira, Jenkins, and Popjoy (1998)
“focus group is a type of in-depth interview accomplished in a group, whose meetings present
characteristics defined with respect to the proposal, size, composition, and interview
procedures. The focus or object of analysis is the interaction inside the group” (p. 2). This
technique permits a richness and a flexibility in the collection of data, at the same time
permitting spontaneity of interaction among the participants.
In order to document the motivational strategies practiced by the teachers, the

observation technique will be used, it allows verifying if they implement strategies and to
know in detail which of them the teachers implement, according to Castellanos (2017) “the
observation technique is a research technique that consists of observing people, phenomena,
facts, cases, objects, actions, situations, etc., in order to obtain certain information necessary
for an investigation” (par. 1). This type of technique could provide detailed information about
what motivational strategies teachers implement in class through the elaboration of a journal.
Delphi technique will be used to validate content through a series of questions with
the help of one expert to implement the effectiveness of the study. According to Cabero “it
pretends to obtain a collective vision of experts about a topic from repetitive rounds of
questions, being a method capable of obtaining and debugging group judgments” (2014, cited
by Salcines & Gonzales, 2015, p. 610). Moreover, the consultation through expert judgment,
according to Prieto and Delgado, is the most common way to assess the quality of content,
especially in educational settings. (2010, cited by Salcines & Gonzales, 2015)
3.7 Limitation
The major limitation for this study will be subjective since researchers will not
explore on didactic, only for teachers and students’ perceptions, due to it is an area of
pedagogy focused on the methodology, therefore, it remains for another research relevance
and the important subject of this study is to know the different motivational strategies applied
by EFL teachers in order to enhance EFL learners’ participation, with the veracity of data
from the descriptive case study design. Moreover, it is essential to keep in mind the
37
motivational strategies because it is a fact that face-to-face modality is not going to come
back in the same way it was, it will be a mixed modality, face-to-face with virtuality.
3.8 Techniques of analysis
Data analysis is the process of collecting and analyzing to extract information that can
support meaningful insights and as a technique, triangulation is based on the assumption that
using several data sources, methods, and even investigators will obviate any bias in a data set
or methodological approach. Thus, by using different methods in the investigation of a
phenomenon. (Bryman,1988 cited by Turner, Turner and McGregor, 2007, p. 2).
CHAPTER IV: DATA ANALYSIS
The analysis of the outcomes of this chapter responds efficiently to the questions and
objectives that stood out in the investigation. The general objective proposed is to “analyze
the motivational strategies applied by teachers of the UPNFM — CURSRC for enhancing
students participation during synchronous classes”. Understanding the different subcategories
and various answers hence, the participants to give their opinion during an individual
interview, observations and focus groups, which are broken down according to the categories
and units of analysis that are mentioned in the following paragraphs.
4.1 Motivational Strategies
The first objective is to describe the different motivational strategies that professors of
the UPNFM - CURSRC apply during synchronous classes with students of the career of
“Teachers of teaching English”. As a result of the current Covid-19 pandemic, teachers found
it out necessary to continue with learning spaces through virtual classes, which consists of 3
participants who, through a triangulation of data collection, shared their points of views on
the new learning modality; these participants responded expeditiously to one of the specific
objectives raised above for the investigation to be true.
When the participants were asked about the motivational strategies that they apply, P.
1 and P. 3 coincided in the application of challenges of the students’ capacity. P. 1 said “I
invite students to say their analysis reflections”, while P. 2 uses direct questions and
38
presentations made by the students. As well, P. 2 and P. 3 corresponded in the employment of
compassion and flexibility during the classes by giving points for participation (P. 2). While
in the focus group, the three coincided in practicing challenging students’ capacity through
plenaries, round tables, demo classes (P. 1), direct questions and oral presentations (P. 1, P. 2
and P. 3). Some of these answers were confirmed by the focus group with the students, S. 3,
S. 4 and S. 5 noticed some motivational strategies for participation as warm-ups and some
activities that challenged their capacity, for example S. 3 said “they asked us to participate, or
our opinions in different topics”, “In classes we use brainstorming in which all the students
more must give their opinion”. Adversely, S. 1 and S. 2 manifested: “I didn’t notice an
activity like that for me. That does not exist, always the same participation (S. 2). In the
opinion of Tunc and Tasgin (2018), the teachers try to motivate the students in the best way,
sometimes there are introverted students or students who do not actively participate in the
classroom, however a strong teacher-student relationship has a positive effect on students’
active participation and motivation. At the end, the participants plan some motivational
strategies during the synchronous classes to develop the participation of the students so that
they can give their opinion on some questions.
Interesting enough, the three participants agreed in the fact that they apply most of
these strategies unconsciously: P. 1 stated in the interview “It’s not just on purpose, it’s not
because I want to motivate them”, P. 2 said during the focus group “I consider, and I don’t
have, like a very exact strategy right to implement participation” and P. 3 “I think I have
completely gone away, moved away from that”. Surprisingly, in the observation of the
classes, the researchers found all the strategies proposed in this investigation: sense of self-
confidence and empowerment, warm-up, technological tips, feedback, challenge students
capacity, improvement of the class environment and compassion and flexibility (He, 2009;
Dörnyei, 2016; and Kassing, 2011) except for the P. 1 who did not apply warm-ups. The
participants realized that they apply thoughtlessly motivational strategies, but most of them
are during the teaching process.
In the implementation of games and music in order to enhance the environment in

class, the participants (P. 1, P. 2 and P. 3) fit in their answers saying that do not use music; P.
3 said that uses gamification depending on the type of class being taught and at some point
music can be a distraction; at the same time, P. 1 answered that do not play music because
39
does not want students to feel uncomfortable. The participants were inquired about the use of
the camera in class, to which the P. 1 added “it is something personal, that the attention
changes because students know that I'm watching them”, in addition, P.2 said ask for their
students to turn on the camera to make sure whether they are present, to see if the students are
interested in the class and also for attendance, otherwise the P.3 mentioned “No, I'm flexible
with that, depends on the time of class” and for anxious that camera on can cause in students.
Teachers do not apply music during their teaching at some point can be a distraction; in
addition, two of them consider the “camera on'' as motivational strategy in order to get
students’ attention and this may be related according to He (2009) establishes that, the
implementation of strategies in motivating language learners should be seen as a predominant
aspect towards learning target especially if it is through synchronous devices since the
distraction or boredom get easier with this modality.
Following with the last unit in this category, improvement of the class environment,
participants were asked about the teachers' attitude because as stated by Cheng and Dörnyei’s
(2007, cited by He, 2009) “showing teachers’ enthusiasm through their behavior is one of the
most important and frequently-used motivational strategies” (p. 8). The participants answered
the following: P.1 uses dialogues and Socratic method in order to get an extroverted attitude,
P.2 responded “I can say a positive and responsible attitude.”, and P. 3 coincided with the
opinions of P.1 and P.2. Some of these answers were confirmed for most students in the focus
group (S. 2, S. 3, S. 4 and S. 5), but at the same time they added some other adjectives to
describe teachers' attitude, for example demanding where S.1“ teachers are demanding” and
the other students show agreement with this statement (S. 2, S. 3, S. 4 and S. 5), other attitude
perceived was inconsiderate as stated by S. 5 “some of them are not considerable” with the
agreement of the other students (S.1, S. 2, S. 3, and S. 4), even one student stated“ it's
awful.” (S. 1). On the other hand, the observations show positive and demanding attitudes in
the three participants. Given these points, it is clear how teachers apply this strategy in order
to develop an improvement in the class environment, despite the students’ perception.
4.2 Effectiveness of Participation
The second objective is to examine the effectiveness of the motivational strategies to

enhance the students’ participation, according to the teachers' perspective. As a result of the
40
Covid-19 pandemic, teachers started to apply motivational strategies in order to enhance
students’ participation, therefore, through a triangulation of data collection, researchers
examined their effectiveness; the participants responded expeditiously to one of the specific
objectives raised above for the investigation to be true.
In the category of effectiveness of participation, researchers made an interview where

the teachers agreed in which the participation of their students has decreased during the
synchronous classes, in which the P. 1 said it was due to “technological issues and
distractions”, the P. 2 mentioned “despite active students continue participating, quiet
students are even quieter” meanwhile, this was confirmed with the teachers in the focus
group, where they described the participation of their students, they said that there is usually
a noisy environment such as notifications of their cellphones as is said by the P. 1, the P. 2
mentioned that “students are struggling with different things, a noisy environment, shy
personalities and that active students will always be active, on the other hand”, the P. 3
pointed out that “students stay behind the curtains” also mentioned that there are issues
(camera does not work and connectivity), as well as the anxious that having the camera on
could provoke in the students; according to Rothstein and Haar (2020) “a common problem
the authors have experienced in the synchronous virtual classroom is the student or students
who choose not to use their video options during online class meetings” (p. 163). In the focus
group of the students, the effectiveness of the motivational strategies was confirmed by these
students (S. 2, S. 3 and S. 5) who mentioned they feel motivated in this virtual modality
because they usually apply personal strategies, on the other side, S. 1 said “I do not feel
motivated”. Finally, some students face multiple issues during virtual classes where their
process of learning is decreasing in many ways.
For this modality, the participation can be oral and written, meanwhile, the
participants (P.1 and P.2) agreed that the participation is oral. P.1 said that it is better to
understand students’ opinion, P.2 considered it is not effective because not all students
answer. As Houser & Frymier (2015) established, “oral participation is generally highly
valued in classrooms and is often thought to be a good indicator of student engagement with
learning” (p. 1); and P.3 said that was mostly written, adding that this teacher explores more
students’ writing skills; this is confirmed by the journal’s observation and teacher's focus
group during the virtual classes, where students participated more orally than written. In the
41
students’ focus group was established by (S. 1, S. 2, S. 3 and S. 5) that their participation has
decreased during these remote classes, the S. 4 mentioned that has increased because this
student applies some extracurricular strategies, in some occasions this happens due to lack of
concentration, some noises and poor connection in their homes; In addition, all the students in
the focus group agreed that it is better the oral participation; because, according to
Brynjolfsson, (cited by Dontre, 2020) “students may not enjoy a home environment
conducive to effective study habits such as a quiet area free from external distractions” (p.
382). In conclusion, the most used way of participation is oral during synchronous classes
because it is better to understand the opinion of the students, and they can suggest
improvements.
On the other hand, participants were asked strategies used to enhance written
participation, the P. 1 mentioned summary, analysis and mainly use of the chat, the P. 2 said
open questions and the use of the chat as well, the P. 3 pointed out study cases and use of the
chat, too. Moreover, participants mentioned effective strategies to create rapport in
synchronous classes, the P. 1 mentioned to keep students’ future professional development in
mind, keep emotions under control and to be original, according to the personality each
teacher has, the P. 2 said discussions, previous guides and personal feedback, which is a way
where students can assess themselves, the P. 3 round of questions and a playful attitude with
the new ones due to the lack of interaction in face-to-face classes because of the Covid-19.
According to Lange (2018) “teachers should find ways to promote engagement in their
students as often as possible, engagement is critical for learning and that engagement
forecasts students' success” (p. 6). In addition, the participants consider the importance of
written participation during the synchronous classes because the students can develop their
writing skills, also they keep in mind the creation of rapport in this virtual modality.
Participants were asked through an interview which of the motivational strategies

they have been applying are more effective to enhance participation and engagement in the
students, the P. 1 mentioned dialogues, reflection and related to students’ experience saying
that when students have to mention something that connects their own experience they want
to participate, which belong to challenge students capacity and improvement of the class
environment in agreement, according to Song (2005) “the class environment is an important
factor in the development of interest in and enjoyment for studying a second/foreign
42
language” (p. 21); the P. 2 pointed out taking note of the ones who participate, also remind
them to participate and mentioned that as a consequence the ones who do not participate will
have lack of knowledge, the P. 3 said articles reading, YouTube videos, formative assessment
and schemata activation, which belong to technological tips. Throughout the journal’s
observation some strategies mentioned before were substantiated, such as: calm and firm
voice, use of the chat, direct questions, positive attitude, jokes and friendly advice. Finally,
the participants provided information in order to create many spaces where students can feel
forced to express their opinions during virtual classes.
In addition, through the teacher's focus group was found some strategies that can be
effective and are challenges students capacity; teachers are flexible and provide warm-ups,
feedback, application of technological tips and improvement of the class environment; here
researchers noticed that teachers show sense of self-confidence and empowerment, according
to Tunc and Tasgin (2018) mentioned that: Teachers’ supportive role in the classroom is
another important aspect in ensuring the students’ effective participation, teachers should
reinforce and appreciate the positive behavior of such students especially with those
introverted or non-active students and overall, provide opportunities according to their
interests and needs. In the focus group of the students, they were asked which activities that
teachers do, they feel are more effective to enhance their participation, S. 1, S.2 and S5
mentioned oral discussions and oral presentations, the S. 3 pointed out debates, read in
PowerPoint presentations, answer questions and oral discussions as well, the S. 4 mentioned
the topic in order to look for information. Through the observation, the oral participation is
generally highly valued and a good indicator of student engagement with learning,
meanwhile the chat is used for links either games or videos and also answers. In conclusion,
the challenge capacity, flexibility, warm-ups, feedback, technological tips and improvement
of the class environment are effective strategies in order to motivate students in the virtual
modality to do the content more efficiently.
4. 3 Professional Experience
The third objective is to reflect the importance of using motivational strategies for
enhancing students’ participation with EFL learners in synchronous classes, according to
teachers’ experience. Teachers faced a challenge with their students in the use of motivational
43
strategies in order to keep the participation, this was said through an interview and focus
groups.
Furthermore, it was asked to them about the difference between didactic and
motivational strategy thus the P. 1 said “didactic is centered on the teacher and is obligatory
and is related according to the personality of each teacher and motivation is centered on the
students”, the P. 2 mentioned “didactics strategies requires a plan, while motivational
strategies are more flexible and does not require an educational method”. Whereas, in the
teachers’ focus group the term motivational strategy was described by the P.1 as an activity
“to enhance participation, that looks for interaction”, the P. 2 as a strategy “to involve
students in the class” and as a technique “to create a comfortable environment”, the P. 3 as a
tool, “to promote students’ empowerment, to engage students, to increase students’ interest”.
These opinions are in concordance with Guilloteaux & Dörnyei (2008) that stated that
motivational strategies are “instructional interventions applied by the teacher to elicit and
stimulate students motivation” (cited by Alrabai, 2011, p. 1). Finally, each teacher has their
own style of teaching and planification.
Participants were asked through an interview how they choose the motivational
strategies that they will apply, and the factors that they take into consideration, the P. 1 said
two factors, students’ environment and teachers’ comfort, the P. 2 and P. 3 mentioned the
following ones: the topic, experiences, students environment, proficiency level and number of
the students, the nature, the type of the class; also, the participants shared how they lower the
affective filter in the classroom within the oral and written participation, the three participants
agreed with the idea of not being critical, according to Koran (2015) enthusiastic teachers
love what they do, and it can be seen through their dedication, commitment and passion for
education; Also P. 1 mentioned being compassionate, the P. 2 said being available and giving
personal feedback, the P. 3 pointed out being available and being compassionate through
written participation. To conclude, teachers choose their motivational strategies taking into
account the student's environment, the teacher's comfort, and the different characteristics of
the class.
The participants were asked in the interview if they consider that the participation of
students had improved or not, and the two of them answered that some of them had improved
44
their participation and some had not, P. 1 “I consider that some of them that definitely”, P. 2
“Some or yes, some I can't say the majority, but some” and P.3 expressed that in classes the
participation had improved. Participants take into consideration the students’ environment
and the level of knowledge, therefore the opinions are in concordance with Rothstein & Haar
(2020) “Eliciting a student’s participation requires that they trust the instructor will support
them when leaving the safety of silence by sharing their answers and ideas in front of the
class” (p.13). In conclusion, it is necessary for the student to trust themselves to express their
own ideas in class and the teacher must be flexible with their opinions.
In the teachers’ focus group considered that it is necessary to apply motivational

strategies for participation at a college level, to which P. 1, P. 2 and P. 3 agreed; P. 1 “It is
important to create rapport, oral strategy is one of the most important activities that we can
do”, P. 2 “participation is a very important element and I don't like to be talking just me and
students would be listening to see if students are interested”, in addition, P. 3 added “students
always need motivation, they are the center now”; at the same time, they were asked if they
are motivating the students’ participation during this virtual modality; P.1 and P. 2 agreed
with their answers, they are motivating to their students through questions and this concerns
with the definition of rapport that “it is defined as harmonious interactions between teachers
and students (Bernieri, 1998) or a relationship with mutual understanding and satisfactory
communication (Carey, Hamilton, & Shanklin, 1986).” (Murphy and Rodriguez-Manzanares,
2005, p. 168). Otherwise, the P.3 said “participation in synchronous learning is not as
important anymore, and it's more important to see if they are able to self-regulate their
learning”. The attention of these teachers is to keep the motivation to prove to their students a
productive learning that passes towards themselves as autonomous learning.
In the students’ focus group were found some components where they feel
unmotivated in virtual classes such as: keep distractions away, look for a good working place,
immersion in class, and this was confirmed by (S.1, S.2, S.3, S.4 and S.5). On the other hand,
S.4 mentioned “a strategy that I apply, and it's good is to look at the material before the class
in order to participate, and I feel comfortable to do it” and the S.5 mentioned “I look for some
extra information just to know”. According to Cheng and Dörnyei’s study (2007, cited by He
(2009), which indicates that “showing teachers’ enthusiasm through their behavior is one of
the most important and frequently-used motivational strategies” (p. 8). The students shared
45
how they feel when no one participates in class, the S. 1 mentioned “uncomfortable”, S. 2 and
S. 3 said “embarrassed”, the S. 4 pointed out “awkward” and S. 5 said “horrible and
confused”. On the other hand, students were asked how they feel when everyone participates
in class, the S.1 and S.2 said “good”, the S. 3 and S. 2 mentioned “happy”, the S. 3 and S. 4
pointed out “motivated” and the S.5 said “motivated and good” but also added “angry
because it is difficult to participate”. In conclusion, they realize that participating during
virtual classes is important because they learn and share better ideas with the teachers.
46
CONCLUSIONS
This research seeks to analyze the Motivational Strategies to Enhance Students

Participation applied by English Teachers in the UPNFM — CURSRC, examine the
effectiveness of these strategies, and reflect on the importance of using motivational
strategies for enhancing students participation. In order to conclude, the group found the
following findings:
In relation to the first objective of the research, the three participants mentioned the
following strategies: challenging students' capacity, improvement of the class environment,
compassion and flexibility, and use of technological tips. According to Cheng and Dörnyei’s
(2007, cited by He, 2009) “showing teachers’ enthusiasm through their behavior is one of the
most important and frequently-used motivational strategies” (p. 8).
Hence, answering the second objective of this research is to examine the effectiveness
of the motivational strategies to enhance the students' participation, according to the teachers’
perspective. The most outstanding motivational strategies are: challenge students’ capacity
and improvement of the class environment, during the observation researchers noticed that
teachers show a positive attitude, calm and firm voice, jokes and friendly advice in order to
get a peaceful space for their students in order to avoid the affective filter. In this way, it is
seen that teachers apply thoughtlessly motivational strategies and consider them effective in
order to encourage the oral participation of the students for this virtual modality. As stated by
Lange (2018) “teachers should find ways to promote engagement in their students as often as
possible, engagement is critical for learning and that engagement forecasts students' success”
(p. 6).
The third objective is reflected by the importance of using motivational strategies for
enhancing students’ participation with EFL learners in synchronous classes, according to
teachers’ experience. Teachers showed a good understanding between motivational and
didactic strategies, as well the participants considered that had a low affective filter, which
was confirmed by some students but denied by others. Finally, the three participants agreed
on the importance of the application of motivational strategies in a virtual modality to have a
good development of the classes and the students in general. According to Rothstein &
47
Haar(2020) “Eliciting a student’s participation requires that they trust the instructor will
support them when leaving the safety of silence by sharing their answers and ideas in front of
the class” (p.13).
RECOMMENDATIONS
According to the conclusions provided by the different participants during the

investigation, there was the participation of 3 teachers and 6 students belonging to the
Universidad Pedagógica Nacional “Francisco Morazán”, during the III term, 2021. The
following recommendations are for the teachers, students and for future research carried out
at UPNFM — CURSRC. Meanwhile, important aspects must be taken into consideration for
the improvement of motivational strategies that are applied by teachers at UPNFM -
CURSRC, as well as the effectiveness of students’ participation during virtual education
process and the professional experiences that are developed during synchronous classes, so, it
is detailed below the recommendations to the different participants related to the research.
Teachers of the English program are recommended to maintain a positive attitude

during the teaching process in virtual classes; so that their students attend their training
spaces with meaningful learning; teachers are also encouraged to consider the use of the
different motivational strategies that, according to the results, were more effective.
Likewise, students are encouraged to continue participating during synchronous

classes and maintain the attitude to generate the ability of autonomy during the learning
process, building their own learning with the different tools offered by the different
pedagogical spaces of the UPNFM - CURSRC.
Universidad Pedagógica Nacional “Francisco Morazán” is recommended to

encourage research projects with themes related to “motivational strategies” using different
approaches (e.g., action research) during the synchronous class process to maintain
meaningful learning spaces between students and teachers; so that better strategies are
developed during a health crisis world level and guide future teachers to face similar
situations where classes are taught through a screen.
48
REFERENCES
Alraddadi B, Alahmadi N. (2020). The impact of virtual classes on second language

Interaction in the Saudi EFL context: a case study of Saudi undergraduate students;
Arab World English Journal, volume 11. Number 3; Madinah, Saudi Arabia.
https://files.eric.ed.gov/fulltext/EJ1269305.pdf
Alrabai F, (2011). The effectiveness of using motivational strategies in English language

classes on students motivation
https://www.researchgate.net/publication/258194780_THE_EFFECTIVENESS_OF_
USING_MOTIVATIONAL_STRATEGIES_IN_ENGLISH_LANGUAGE_CLASSE
S_ON_STUDENTS'_MOTIVATION
Alas M, Hernández R, Moncada G. (2020). La Situación educativa hondureña en el Contexto

de la pandemia del Covid-19: Escenarios para el futuro como una importante
oportunidad de mejora
https://www.upnfm.edu.hn/phocadownload/OUDENI%20Informe%20Sistema%20Ed
ucativo%20en%20el%20contexto%20del%20COVID-19_%20abril%202020_vf.pdf
Amaya G. (1997). La escuela, el maestro y su formación.

http://repositorio.pedagogica.edu.co/bitstream/handle/20.500.12209/848/TO-
18929.pdf?sequence=1&isAllowed=y
Amiti F. (2020). Synchronous and asynchronous E-learning. South East European

University,Tetovo, North Macedonia.
https://www.academia.edu/44179291/SYNCHRONOUS_AND_ASYNCHRONOUS_
E_LEARNING
Ang, W. Shorey, S. Lopez, V. Chew, H. (2021); Generation Z undergraduate students’

resilience during the COVID-19 pandemic: A qualitative study.
https://www.researchgate.net/publication/351436433_Generation_Z_undergra
duate_students'_resilience_during_the_COVID-19_pandemic_A_qualitative_study
Arias J., Villasís M. & Miranda M. (2016). El protocolo de investigación III: la población de
estudio. Revista Alergia Mexico (2001-2006, vol 63) :
https://www.redalyc.org/pdf/4867/486755023011.pdf
Bianco R. (2020). Post-Apocalypse. New Normality. Deloitte Digital

https://www2.deloitte.com/content/dam/Deloitte/it/Documents/strategy/Deloitt
eDigital_PostApocalypse_NewNormality.pdf
Brown N. (2008). Assessment in the professional experience context.

https://www.researchgate.net/publication/30385359_Assessment_in_the_Profe
ssional_Experience_Context
Bu A. (2021).Pandemic sees thousands of Honduran children missing out on school.

https://contracorriente.red/en/2021/02/12/pandemic-sees-thousands-of-honduran-
children-missing-out-on-school/
49
Castañeda J. & Cruz A. (2012). Through teachers’ eyes: the use of virtual classrooms in ELT,
HOW, vol. 19, núm. 1, asociación Colombiana de profesores de inglés Bogotá,
Colombia. https://www.redalyc.org/pdf/4994/499450718006.pdf
Castellanos L (2017). Técnica de Observación, Metodología de la Investigación:

https://lcmetodologiainvestigacion.wordpress.com/2017/03/02/tecnica-de-observacion
Chen Y, Shing N. & Tsai C. (2009). The use of online synchronous discussion for web-based
professional development for teachers. University of science and technology.
https://sci-hub.se/https://doi.org/10.1016/j.compedu.2009.05.026
Connecticut State Department Of Education CSDE (2020). Student participation in distance

learning: Device/connectivity needs, effective
strategies, challenges, and state support needed. https://portal.ct.gov/-
/media/SDE/Performance/Research-Library/Results-from-District-Survey-on-Student-
Participation-in-Distance-Learning-and-Device-Connectivity-N.pdf
Dahrul M. (2016); Students’ motivation in speaking English; Universitas Gresik

https://www.researchgate.net/publication/303953535_Students'_Motivation_in
_Speaking_English
D'Alfonso S., Lederman R., Rice S., Coghlan S & Greg Wadley. (2020). Ethical issues in
online mental health interventions.
https://aisel.aisnet.org/do/search/?q=author_lname%3A%22D%27Alfonso%22%20au
thor_fname%3A%22Simon%22&start=0&context=509156&facet=
D´Alfonso S. (2020). AI in mental health.

https://sci-hub.se/10.1016/j.copsyc.2020.04.005
Dhawan S. (2020). Online Learning: A panacea in the time of COVID-19 Crisis.

Online Learning: A Panacea in the Time of COVID-19 Crisis (sagepub.com)
Diaz L, Torruco U., Martinez M. & Varela M. (2013). La entrevista, recurso flexible y
dinámico. ELSEVIER (162-167):
http://riem.facmed.unam.mx/sites/all/archivos/V2Num03/09_MI_LA%20_ENTREVI
STA.pdf
Díaz, L. Caminero, G. Lloret, C. Gonzalez, H. Castillo J. (2020) Analyzing the Impact of

COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and
Neuroeducation as a Binomial of Action.
https://www.mdpi.com/2071-1050/12/14/5646/pdf
Dontre A. (2020). The influence of technology on academic distraction: A review.

https://onlinelibrary.wiley.com/doi/epdf/10.1002/hbe2.229
Dörnyei Z. (2016). Motivation and Motivating in the Foreign Language Classroom.

https://www.jstor.org/stable/330107?seq=1&cid=pdf-
reference#references_tab_contents
50
Fingermann H. (2011) Participar en clase.

https://educacion.laguia2000.com/estrategias-didacticas/participar-en-clase
Freitas H., Oliveira M., Jenkins M. & Popjoy O. (1998).The focus group, a qualitative
research method:http://gianti.ea.ufrgs.br/files/artigos/1998/1998_079_ISRC.pdf
Gillett S. (2017). The Challenges of online learning supporting and engaging the isolated
learner. Queensland university of technology
Girón A., Maldonado E., Cancino R., Bermejo M.(2017). The effective use of positive
Rapport in EFL students, Universidad Autónoma de Chiapas.
https://www.researchgate.net/publication/330524347_The_Effective_Use_of_Positive
_Rapport_in_EFL_Students
Glazier R. (2016). Building rapport to improve retention and success in online classes.
http://www.rebeccaglazier.net/wp-content/uploads/2013/08/Building-Rapport-
to-Improve-Retention-and-Success-in-Online-Classes-Glazier-Final-Offprint.pdf
Gómez J., Keever M., Miranda M. (2016). The research protocol III. Study population.
https://www.redalyc.org/pdf/4867/486755023011.pdf
Gonzalez D. (2019); The Affective Filter Role in Learning English as A Foreign Language
Through Project Based Method in High School Students from A School in Colombia
https://www.researchgate.net/publication/336700614_THE_AFFECTIVE_FIL
TER_ROLE_IN_LEARNING_ENGLISH_AS_A_FOREIGN_LANGUAJE_THROU
GH_PROJECT_BASED_METHOD_IN_HIGH_SCHOOL_STUDENTS_FROM_A_
SCHOOL_IN_COLOMBIA
Hamzah M. (2016). The effect of participation instruction on ESL students' speaking skills
and language anxiety. School of education and modern Languages, Universiti
Utara Malaysia Sintok, Kedah, Malaysia.
https://www.researchgate.net/publication/303334588_The_Effect_of_Participation_In
struction_on_ESL_Students'_Speaking_Skills_and_Language_Anxiety
He Y. (2009). Motivational strategies: students’ and teachers’ perspectives. Kent State

University
https://etd.ohiolink.edu/apexprod/rws_etd/send_file/send?accession=kent1255706519
&disposition=inline
Hrastinski S. (2015). Participating in synchronous online education. School of economics and

management, Lund University. Sweden.
https://www.researchgate.net/publication/242544867_Participating_in_Synchronous_
Online_Education
Hrastinski S. (2008) What is Online learner participation? A literature review.
51
https://www.researchgate.net/publication/222578068_What_is_online_learner_paricip
ation_A_literature_review
Houser M. & Frymier A. (2015) The Role of Oral Participation in Students Engagement
https://www.researchgate.net/publication/282964312_The_Role_of_Oral_Part
icipation_in_Student_Engagement
Hollweck T. (2016). Robert K. Yin. (2014). Case Study Research Design and Methods (5th
ed.). Thousand Oaks, CA: Sage. 282 pages.
https://www.researchgate.net/publication/308385754_Robert_K_Yin_2014_C
ase_Study_Research_Design_and_Methods_5th_ed_Thousand_Oaks_CA_Sage_282_
pages
IGI global (2021). What are motivational strategies?: https://www.igi-

global.com/dictionary/motivational-
strategies/19267#:~:text=Motivational%20%20strategies%20are%20%20tactics%2C
%20%20techniques,the%20teacher%20and%20learning%20process.
Jaramillo S. (2020). COVID-19 and primary and secondary education: the impact of the crisis
and public policy implications for Latin America and the Caribbean. Unicef.
https://www.latinamerica.undp.org/content/dam/rblac/Policy%20Papers%20COVID%
2019/undp-rblac-CD19-PDS-Number20-UNICEF-Educacion-EN.pdf
Kassing R. (2011). PERCEPTIONS OF MOTIVATIONAL TEACHING STRATEGIES IN
AN EFL CLASSROOM: THE CASE OF A CLASS IN A PRIVATE UNIVERSITY

IN INDONESIA.
http://researcharchive.vuw.ac.nz/xmlui/bitstream/handle/10063/1835/thesis.pdf?seque
nce=2
Katayama R. (2014). Introducción a la investigación cualitativa. Fundamentos, métodos,
estrategias y técnicas. https://www.studocu.com/ec/document/universidad-de-
guayaquil/introduccion-a-la-investigacion-cientifica/resumenes/introduccion-a-la-
investigacion-cualitativa-katayama/3445440/view
Koran S. (2015). Motivational Strategies in EFL classrooms and their feasibility in Iraqi
context. Ishik University, Iraq
https://www.journals.aiac.org.au/index.php/IJALEL/article/view/1268/1258
Legault L. (2016). Intrinsic and Extrinsic Motivation.

https://www.researchgate.net/publication/311692691_Intrinsic_and_Extrinsic_Motiva
tion
Makovec D. (2018); The teacher's role and professional development.

https://www.researchgate.net/publication/327190779_The_teacher's_role_and
_professional_development
Meşe E. & Sevilen Ç. (2021). Factors influencing EFL students’ motivation in online
52
learning: A qualitative case study https://files.eric.ed.gov/fulltext/EJ1286748.pdf
Morse J. (2008). Confusing Categories and themes. Qualitative health research. Volume 18
Number 6. https://journals.sagepub.com/doi/pdf/10.1177/1049732308314930
Munawwarah S. (2018) Student Motivation in EFL Learners. Universitas Muhammadiyah

Lampung, Indonesia.
https://www.researchgate.net/publication/329918802_Students'_Motivation_in_EFL_
Learning
Muñoz A., Ramirez M. & Gaviria S. (2019) Strategies to Enhance or Maintain Motivation in
Learning a Foreign Language. Universidad Eafit, Medellín, Colombia.
https://revistas.unal.edu.co/index.php/profile/article/view/73733/73568
Murphy E. & Rodriguez M. (2005). Rapport in distance education. Memorial University,

Canadá. https://files.eric.ed.gov/fulltext/EJ979659.pdf
MTD Training. (2010). Motivation Skills.

https://ebooksforexcellence.files.wordpress.com/2012/10/motivation-skills.pdf
Padilla D. (2017). The application of motivational strategies to enhance the development in

speaking skill of EFL A2 students in a bilingual private high school; escuela superior
politécnica del litoral, facultad de ciencias sociales y humanísticas; Guayaquil -
Ecuador. https://www.dspace.espol.edu.ec/retrieve/103802/D-CD265.pdf
Palmer C., Bolderston A.(2006). A Brief Introduction to qualitative research. The Canadian
journal of medical radiation technology / CAMRT
https://www.researchgate.net/publication/237892956_A_Brief_Introduction_to_Qual
tative Research
Panyasi S. (2015); Teaching English literature to English as a second language learners.

Faculty of arts and social sciences. University of Technology Sydney.
https://www.academia.edu/41756096/Teaching_English_Literature_to_English_as_a_
Second_Language_Learners
Park H, Hong C, Choi H, Hwi H, Larse G. (2014) Affective Filter in Second Language
Learning
https://www.researchgate.net/publication/285606095_Affective_Filter_in_Sec
ond_Language_Learning_in_South_Korea
Perveen A. (2016). Synchronous and asynchronous E-language learning: A case study of

virtual University of Pakistan http://dx.doi.org/10.5944/openpraxis.8.1.212
Piętro, D. Biagi, F. Costa, P. Karpiński Z, Mazza, J. (2020). The likely impact of COVID-19
on education: Reflections based on the existing literature and recent
international datasets.
https://publications.jrc.ec.europa.eu/repository/bitstream/JRC121071/jrc121071.pdf
53
Pila J. (2012) La motivación como estrategia de aprendizaje en el desarrollo de competencias
comunicativas de los estudiantes de i-ii nivel de inglés del convenio héroes del
cenepa-espe de la ciudad de Quito en el año 2012. Diseño de una guía de estrategias
motivacionales para el docente.
http://repositorio.ug.edu.ec/bitstream/redug/1659/1/TESIS%20COMPLETA%20DE%
20MOTIVACION.pdf
Raiskinmäki J. (2017) The use of technological devices in english teaching as experienced by

teachers
https://jyx.jyu.fi/bitstream/handle/123456789/53698/1/URN%3ANBN%3Afi%3Ajyu-
201704262096.pdf
Rapanta C., Botturi L., Goodyear P., Guàrdia L., & Koole M. (2020). Online university
teaching during and after the Covid-19 crisis: refocusing teacher presence and
learning activity. https://link.springer.com/content/pdf/10.1007/s42438-020-00155-
y.pdf
Rigo F. & Mikuš J. (2021). Asynchronous and synchronous distance learning of English as a
foreign language. https://www.mlar.sk/wp-
content/uploads/2021/04/6_Rigo_Mikus.pdf
Ryan S. & Dornyei Z. (2015). The psychology of the language learner revisited. 1st Edition,
New York. https://doi.org/10.4324/9781315779553
Rodríguez N. (2021). Rules for Virtual Classes 2020 - 2021.

https://tejar.com.ec/resource/circulares/REGLAS%20PARA%20LAS%20CL
ASES%20VIRTUALES%202020%20-%202021_Estudiantes_TEJAR.pdf
Rothstein A., & Haar M. (2020). Best Practices for Encouraging Student Participation in
Both Face-to-Face and Virtual Environments.
https://www.researchgate.net/publication/348009075_Best_Practices_for_Encouragin
g_Student_Participation_in_Both_Face-to-Face_and_Virtual_Environments
Signh R. (2016). The Impact of intrinsic and extrinsic Motivators on Employee Engagement
in Information Organizations. St. John’s University, New York
Silva I. (2016) Estrategias Motivacionales que Permitan Mejorar la Adaptación de los

Estudiantes en el Proceso de Enseñanza Aprendizaje.
http://repositorio.utmachala.edu.ec/bitstream/48000/8740/1/ECUACS%20DE00026.p
df
Soni V. (2020). Global Impact of E-learning during COVID 19.

Global Impact of E-learning during COVID 19 by Vishal Dineshkumar Soni ::
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3630073
Stanley A. (2021). What is participation

https://eldis.org/keyissues/what-participation
54
Top Class (2021). Why online discussions are essential to the learning experience.
https://www.wbtsystems.com/learning-hub/blogs/increase-student-
participation-online-discussions
Tunc Y. & Tasgin A. (2018). Effective participation and motivation: An investigation on

secondary school students. Faculty of education, Atatürk University, Erzurum, Turkey
Turner P., Turner S., & McGregor (2007). Triangulation in practice. Edinburgh Napier
University, EdinburghEH105DT
https://www.napier.ac.uk/~/media/worktribe/output-220012/triangulationpdf.pdf
Vargas N. (2010). Lineamientos para la elección, diseño y elaboración de un libro de texto

didáctico de inglés sin fines específicos para los estudiantes de la UNAH.
Tegucigalpa,Honduras.https://tzibalnaah.unah.edu.hn/bitstream/handle/123456789/18
3/T-MSc00040.pdf?sequence=2&isAllowed=y
Vonderwell S. & Zachariah S. (2005). Factors that influence participation in online

Learning. The University of Akron
Wongsa M. & Son J. (2020). Enhancing thai secondary school students’ English speaking
skills, attitudes and motivation with drama-based activities and Facebook.
https://doi.org/10.1080/17501229.2020.1853134
Li C. & Lalani F. (2020). World Economic Forum, The COVID-19 pandemic has changed
education forever.
https://www.weforum.org/agenda/2020/04/coronavirus-education-global-
covid19-online-digital-learning/
Yin R.(2018). Case Study Research and Application (Sixth Edition). SAGE Publications:
https://drive.google.com/file/d/1a5Ya1-JObN_p-qshv7P5FGZwMpshoaLb/view
Yin R.(2009). Case Study Research and Application (Fourth Edition). Design and methods:
https://www.academia.edu/35673642/Case_Study_h_Researc_Fourth_Edition
Yu Y. (2010). A Study of English Learning Motivation of Less Successful Students. Jiangsu

University of Science and Technology, Jiangsu, China.
https://scholarlyexchange.org/ojs/index.php/cetljournal/article/view/11281/7651
Yunus M. & Hashim H.(2018); English as a second language (ESL) learning: setting the right
environment for second language acquisition. Universiti Kebangsaan
Malaysia, Malaysia.
http://ejournal.radenintan.ac.id/index.php/tadris/article/view/2941/pdf
Zaher A. (2006). The Effectiveness of a Task- Based Instruction program in Developing the
55
English Language Speaking Skills of Secondary Stage Students
https://files.eric.ed.gov/fulltext/ED523922.pdf
Zaho Y. (2018). La eficacia de herramientas tecnológicas en la enseñanza aprendizaje de

segunda lengua
https://gredos.usal.es/bitstream/handle/10366/137660/Yu%20Zhao%20-
%20rep.pdf?sequence=1
Annexes
Interview

Centro Universitario Regional de Santa Rosa de Copán
Semi-structured interview
Research topic: Motivational Strategies to Enhance Students' Participation Applied by
English Teachers in the UPNFM - CURSRC
Objective: Analyze the motivational strategies applied by teachers of the UPNFM-

CURSRC for enhancing students’ participation during synchronous classes.
Instruction: Listen and answer truthfully the following questions with what you perceive
of them and based on any experiences.
General Questions:
1- During this virtual modality, has the participation of your students increased or decreased?
2- During this virtual modality, between oral and written skills, what has been the way of
participation most used by your students?
3- What would you say is the difference between didactic strategy and motivational
strategies?
Items:
4- Have you implemented games and music to enhance the environment of the class? If the
answer is yes, What was the result?
5- Do you ask your students to turn on the camera? Why?
6-While synchronous classes, do you ask your students to respond through the chat? If the
answer is yes, do you consider it effective?
56
7-What is the main attitude you maintain in front of your students in order to enhance class
participation?
8-What motivational strategies do you apply currently in order to enhance class

participation?
9-Which of the motivational strategies that you have been applying are more effective to
enhance participation and engagement?
10-During synchronous classes, what strategies do you apply to enhance oral participation?
11-What activities do you apply to enhance written participation?
12- What strategies have been more effective to create rapport during the synchronous
classes?
13-How do you choose the motivational strategies that you will apply? What factors do you
take into consideration?
14-How do you lower the affective filter in your classroom within the oral and written
participation?
15-Do you consider that your students have improved their participation during synchronous
classes?
Focus Group for Teachers
Topic of the Research: Motivational Strategies to Enhance Students' Participation Applied

by English Teachers in the UPNFM - CURSRC
Objective: Analyze the motivational strategies applied by teachers of the UPNFM- CURSRC
for enhancing students participation during synchronous classes.
Instructions: Listen and answer truthfully the following questions with what you perceive of
them and based on any experiences.
General Questions
57
1- How would you describe a motivational strategy?
2- How do you perceive the influence of online classes in your students'
participation?
3- How is the participation of your students with the new virtual modality?
Category of Motivational Strategies

4- What motivational strategies do you apply currently in order to enhance class
participation?
Category of Effectiveness of Participation

5- Which strategies are more effective for the enhancement of student participation?
6- During your class, is the participation of your students more oral than written? If
the answer is not, which do you think are the factors that students do not
participate orally?
Category of Professional Experience, Technological Competences

7- Do you consider it necessary to apply motivational strategies at a college level?
8- Do you feel that you are motivating the students’ participation during
synchronous classes in the virtual modality?
9- What are you doing to make your content relevant to students’ learning?
Focus Group for Students
Topic: Motivational Strategies to Enhance Students' Participation Applied by English

Teachers in the UPNFM – CURSRC
Objective: Analyze the motivational strategies applied by teachers of the UPNFM- CURSRC
for enhancing students’ participation during synchronous classes.
58
Instruction: Listen and answer truthfully the following questions with what you perceive of
them and based on any experiences.
General Questions:
1- Have you been motivated to participate during the virtual classes?
2- Do you think that you have increased your level of participation during the online classes?
Items
3- How would you describe the teacher's attitude during online classes?
4-Have you noticed any activities that encourage you to participate during these years of
pandemic? Can you name some of them?
5-Which, of the activities that your teacher does, do you feel are more effective to enhance
your participation?
6-Do you prefer to participate orally? Why?
7- What strategies do you use to keep an active participation when you feel unmotivated in
virtual classes?
8- How do you feel when no one participates in classes?
9- How do you feel when everyone participates in the class?
Teachers' Interview Transcription

Semi-structured interview
Research topic: Motivational Strategies to Enhance Students' Participation
Applied by English Teachers in the UPNFM - CURSRC

CURSRC for enhancing students participation during synchronous classes.
Instruction: Listen and answer truthfully the following questions with what you
perceive of them and based on any experiences.
General Questions
59
1. Speaker1: During this virtual modality, Has the participation of your students
increased or decreased?
Speaker2: Well, I have to admit it. Due to the lack. Of access to good connectivity of
the internet. Some students, apparently seems to be a little distracted or they don't participate
because their internet is not good enough. The sound. the connectivity has been a challenge in
order to have their attention. Also, I have noticed that other distractions in their homes,
probably noisy rooms or they don't have a private place for it to be. And that affects their
participation. I have noticed that if I had asked a question. Excuse me, miss. Can you repeat?
And since that happens later, things are just not the same. They are not totally committed
with the class. Probably it's like 50 percent and another 30 percent is doing is distracted with
their situations at home. I can say their own environment, perhaps. However, in the past, I
might say that some students also were distracted. One of them who have been watching their
phones or just falling asleep. So if it is the same, it's just some. Where did the teacher needs
to apply some strategies to get the student's attention, however, in my class, because this is
more like plenaries, so it's like a dialogue to students need to be or need to be listening to the
teacher or read the information in order to participate because the classes is not to apply
game. I cannot apply gaming. But more analysis and participation and reflection because in
didactics, for example, the cord Ability or skill is reflection, reflection about what is learning,
how people learn, so that means that if it requires high levels of thinking, so how can I say it
in conclusion? I have to admit that for some students has been a good opportunity because
they are working with their computers and they participate, same as students that were very
participative in the past. They remined me very active in the classes and the students that
were quiet in the past are still quiet in virtual reality. That has almost remained the same
quiet, shy students turning up their camera the same. And those are students with an outgoing
personality. They are very active.
2. Speaker1: during this modality between oral and written skills, what has been the way
of participation most use by your students oral or in the witten way?
Speaker2: in synchronic classes has to be oral, just in cases of those students that
present problems of connectivity. I request them to participate using the chat. or when I need
to see what they write, because you said written exercise or because I want to see their
comments and sometimes with when the participation is oral and I am going to forget what
they say, I need them to write. So just in order to have their comments written there and I
60
quote in in the development of the class. So May be is like 80 percent oral. That's what I
request, and just in some situations, I request them to write in the chap, as you have observed.
3. Speaker1: what would you say are the differences between didactic strategies and
motivational strategies?
Speaker2: And my point of view of the teacher, what I apply. They are going to be
didactic Those activities that the teacher applies in order to facilitate the content of the class.
It could be essays, it could be plenaries, participation analysis, all those elements are inside of
the class synchronic classes, as you know, it depends of the class demo clases and also
analysis and feedback. However, motivation strategies is If we are going to motivate my
students with a game or another warm up activity. Usually I don't do those things I. It's not
me. So I don't want to change because if I change, I will be another person, so I don't want to
become someone that I am not so. If I don't want to fake probably saying jokes or maintain
warm ups and then all these looks like, well, I could do my best. So what I do at the
beginning is try to say hi and I give way, try to maintain a positive attitude, a smile to my
students at the beginning of the class and. According to my personality, I am friendly, but
probably for some students, I am not funny. But from my point of view, I am, but perhaps
they don't see me as friendly as I think I am. But that is my perception. So didactic is what I
do in the class and warm up activities to motivate my students, which are rare in my classes.
Items:
4. Speaker1: have you implemented games in music to enhance the environment of the
class?
Speaker2: No, I don't think so. I have never played a song in My classes like brandon
is a witness. I don't know why. Don't ask me why, but if you want music, maybe tomorrow,
do you want music? no or yes. No, but if I had a I was thinking about that, for example, in in
that level, I was having a level and I asked the students if they would like to see songs in
order to apply. And they told me, No, we don't want them. We don't want to see. So I think I
am because I didn't want to make them feel uncomfortable. Some of them are shy, so they
might be, you know, being in face to face modality. Some students are shy, but when they are
in group, they don't feel shy. But because in virtual morality, you are alone in front of the
camera, so they might feel like a high affective filter. So I ask them, Would you like to sing
songs in this class in order to bring songs, right? Because I like I like music, but in face to
61
face, I have never tried in virtual modality. And they said, no miss we don't want to sing in
English. So I use another videos. I use YouTube videos. and all those things.
Speaker1: Okay. And because we can not sing that's a problem.
Speaker2: Exactly. So I made an exception. And also I've seen in videos because
that's also another activity, and I said, No, I'm going to make them feel embarrassed and
probably they would hate me, and I don't want that extra hate in my life.
5. Speaker1: Okay, the next question is, do you ask your students to turn on the camera
and why?
Speaker2: Definitely. Definitely, that's what they do. Actually, I change that.
Strategie, if I can call it strategie. Partly because I don't want to start fighting every single day
with my students to turn on their camera. I know that they already know what I like because I
like to see their faces for me, something that is personal. Can I say this? Do you have the
closest imitation or resemble The face to face morality, but when they they don't want to do
it, I just consider that they don't want to or in some cases, their connectivity is not good
enough. So I have the. Given up on that and I don't request anymore, they turn on their
cameras. I see if they want, they want. But except when I need to have a plenary, I request,
usually, yes, my dear Andrea, sometimes I request. And lately I haven't done it.
Speaker1: And do you consider that strategy is effective?

Speaker2: For me, yes, it's effective for me, at least I can see their faces and for me, I
feel better, but I don't know. Some of them feel like I don't want. Maybe some of them feel
shy or I don't know for any reason. So I can not force them to turn on their camera that. How
effective? I noticed that their attention changes when they turn on their camera. I notice that
they cannot do another activity because they know that I'm watching them. So in that sense,
it's effective.
6. Speaker1: Ok, thank you. And the other question is, while synchronous classes, do
you ask your students to respond through the chat?
62
Speaker2: Yeah. When is necessary when the. Connectivity is not good enough.
Definitely, I actually students to. Answer on the chat.
Speaker1: And do you consider it is effective.
Speaker2: Yeah, they are going to say what I want in the chat and sometimes is better
because, for example, if they don't have a good connection and I think not, listen there the
opinion in a clear way, the chat is a good option
7. Speaker1: what is the main attitude that you have maintained in front of your students
in order to enhance that class participation?
Speaker2: Um, asks questions, mainly asked questions that invites them to reflect
about their own practices, their future, the theory, the connection between theory and
practice. So mainly I like dialogues and I like to talk with my students to explore what's their
opinion, how they see they are on a position as teacher. So dialogues. It's my favorite
methodology because in that way, I can know exactly what they think, how they see
themselves. So it's like Socratic method, right? Having questions, answers, questions and
answers. Maybe.
Speaker2: I don't know if that invites students to be motivated because perhaps it's not
their learning style, but
8. Speaker3: what motivational strides do you apply currently in order to enhance class
participation?
Speaker2: Similar to the other one as i mentioned, it usually I invite students to say
their analysis reflections, but that's my methodology to encourage them. Uh, to participate,
perhaps is keeping a positive attitude. Um, a once in a while, but that's me. I don't know. It's
not just on purpose, it's not because I want to motivate them. It's because that's how I am. I
say jokes once in a while, I'm. Um, even if my jokes are not prepared because they are
spontaneous and some phrases that I say, but it's not because I want to motivate my students
is because that's how I am. And if that motivates students to participate, OK, that's OK,
unless some of them one day can tell me, Miss your jokes, are not so good. So stop saying
jokes. I will change them. Become a serious person. We'll see
63
9. Speaker3: which of the motivational strategies that you have been applying are more
effective to enhance participation and engagement?
Speaker2: I guess when students see something that is related to their own experience,
when my question, when they have to relate their experience. About their own practice that
they leave, that they have lived in their own practice is when students participate, usually
when they are asked about theories or reading, sometimes the participation is not. And some
students don't participate, but when they have to mention something that connects their own
experience with the practice? Definitely. That's when they feel like. Then when they want to
participate, but exactly strategies to encouraage their participation. Um, I have noticed, for
example, a PowerPoint presentation decreases, the participation is not to. Usually when I do
that, it's not because I want. Their participation is because it's like a form to transmit a
knowledge. But after that, the dialogues, the reflections is when they participate
10. Speaker1: during synchronous classes what tragedies do you apply to enhace oral
participation?
Speaker2: Or participation, just questions or narrate stories, experiences or do
democlases because most of my classes are didactic. And so. That's why they have to do
Democlases a lot of them.
11. Speaker1: What activities do you apply to enhance written participation?

Speaker2: wrtten participation ha activities in the class just to participate in the chat
And that's the only way, or sometimes it is necessary, according to the methodology,
according to the topics that we are seeing are invited to write analysis to write summaries, but
usually in synchronic classes. Writing is not one of my favorite activities.
12. Speaker1: what tragedies have been more effective to create rapport during
synchronous classes.
Speaker2: Not to be sad, not to be angry, not to be. Can I say this also? Back to
express emotions, I guess. Always try to have I've been trying to have a smile when it's
necessary, when I am not. For example, when you are saying a serious topic, I don't smile,
but then the rest when I get relaxed, when I when the students made a mistake, sometimes I
laugh because it's spontaneous. So I try to be myself and not to pretend to be someone else or
be all over react. That's something that I consider that is not so good because my what you
what I consider, we need. We as a teacher need to be is original. That is, according to our
64
how can I say our personality, right? You need to be according to your personality. And if
you are friendly your personality and if you are serious, well, why ask someone to be to be
more outgoing or to change the personality of the teacher if it's not the personality of the
person? I have had so many teachers and believe me, some of them have been good or bad,
and some of them made mistakes. That's OK. We are humans, so I try to be myself with my
students and motivate them to be optimistic. Amid the pandemic to say joke, to maintain,
relax in the classes and participate and also encourage them to read the material, not for me,
but for their future professional development.
Speaker1: personality is the key, right?
Speaker2: No, definitely. I don’t. For example, I don't bring games. I don't bring up
quotes sometimes because for me, it's not me the quote. It's not me. It's no Sandra So imagine
bringing quotes, and I don't believe on quotes sometimes. And so why would I do something
that I don't believe in?
13. Speaker1: how do you choose the motivational strategies that you will apply? What
factors do you take into consideration?
Speaker2: So dificult factors I consider usually I think a lot about if they are
comfortable where they are. For example, if Brandon is there and Brandon is not in class
today or Brandon has the camera up, I'm thinking, what is Brandon doing in this moment? Is
Brandon there? I need to invite Brandon to turn on the camera just to see if he's there to talk.
He's there, and then I feel relaxed. Yeah. Finally, I can see Brandon there. There he is. So
mainly it's just because I don't want him to miss the class. I want them to stay so turn on the
camera is something that relaxes me because I know that I can see them and they are there for
me, not for me, for my classes, but they are there like a company
14. Speaker1: how do you lower the effective filter in your classroom within the oral and
written participation?
Speaker2: Yes, definitely. Sometimes we become a stressed. For example, when
students don't get the idea, don't get the point that I want to emphasize some times. But also I
consider that all of you are so smart, intelligent and usually. I have learned not to criticize. in
a negative way, their opinion, no matter if it's not so accurate, because at least some of those
ideas is accurate and it's their perspective. So I try not to be so. We say adopt a critic attitude
65
toward my students and accept what they want to share and then ask someone else, for
example, I ask again, if someone doesn't say the the answer that I am expecting, I repeat the
question. I ask someone else and then am among all of us. We can find the correct. I don't
want to say it, but it's the. Their opinion or the reflection that I need it in the class, so I might
say that. I don't say no, that's not correct, I don't want to use that negative phrases, and I say,
yeah, maybe I always I say, yeah, possible. And in that way, I conduct the class until they're
the correct thinking or the correct thought that I wanted
15. Speaker1: do you consider that your students have improved their participation
during synchronous classes?
Speaker2: I consider that some of them that definitely yeah, they have made a lot of
progress, but I consider this not because of Synchronic classes, it's because they have
advanced in the development of the language in some way, they have made advances in the
language, so they have gained confidence. And that's why they feel that they can participate.
But I don't know if due to the synchronic modality, perhaps it's are related. Perhaps it is. We
need to find out why they have increased their participation. I can mention specific names of
some students that. Usually they are offered their participation, and I like to see that and also
their language proficiency has increased, so I don't know if it's because of both situations had
happened. They have been developed more the language proficiency and now that's why they
feel more eager to participate.
Speaker 1 Yeah, miss, definitely maybe they are connected, both.
Speaker 2 Probably, yes, they have been applying strategies, and that's why they feel
less uncomfortable and they feel that they are at home and. And the camera offers a unique
opportunity that they didn't have in face to face, perhaps, but that's good. That's good. It's
positive. It's one advantage of omit. This negative situation, at least one advantage.
Teachers' Focus Group Transcription

Topic of the Research: Motivational Strategies to Enhance Students' Participation

Applied by English Teachers in the UPNFM – CURSRC
66
Instructions: Listen and answer truthfully the following questions with what you
1) how you would describe a motivational strategy.
Speaker3: ladies, first.
Speaker4: Yes, if you have your answer, you can you can do so convenient.
Speaker3: I know, I know. I really feel like a sinner right now. I really feel like I'm
on the spotlight right now.
Speaker2: Yeah, definitely. Well, I don't have a specific after two sides and say this
is that, but I think it's an activity where the main goal is to enhance the students participation
in one specific activity and also looks for an interaction and to know opinions or to enhance
learning in the classroom. That's my opinion. Mr. Diaz, revenge and revenge. So in my case, I
don't know.
Speaker3: So in my case, I would say it is. I consider it as a tool. Through which you
can really get students interest and engagement towards the course you teaching well in the
first place is not only the interest from the student, but I think it has to do also with the you
can promote in the student the idea of empowerment, you know, take ownership of the
content of the learning process. You have students become aware of what they're learning and
what what is their position in the process of the of teaching and learning and is a tool I can
use to get them to that point of awareness.
Speaker1: Well, it can be a technique or the strategy we can implement by providing

the facilities to students, right, in order to make them to participate. Right. And I think the
key is to provide a good environment for them in which they feel comfortable in order to
come up right and be part of what I'm doing in a class. Well, very interesting. Your point of
view, so to continue. And as I said in Mr Behind interview, I don't want you to be bored with
hearing only my points, so I would have my class by Andrea to ask the following questions.
Speaker3: All right. You repeat the question again.
67
2) How do you perceive the influence of online classes in your students participation?
Speaker2: I think I'm going to
Speaker3: Go ahead and I guess
Speaker2: For good for wrong corporate advantages and disadvantages, right? First
of all, it has online classes, has given us the opportunity to see another perspective in learning
and also has given the students to increase or using the words of Mr. Diaz to be aware of their
own abilities to learn by themselves, autonomous to develop their autonomous learning.
Because now they have the opportunity to listen several times. A video, for example, in
pronunciation, in phonetics, in reading, in listening, to develop listening, which in the past,
for example, the teacher only played one video or an audio, and it was only once and then I
had gun now. That learning is different, so I think it is good. Participation. It's I think it's the
same. The last time I was telling you that I perceived that shy students continually shy and
students with outgoing personality. Now they are increasing their participation, I see them
that they participate a lot, but also it has another advantage is that they can see immediately
information in the same Google when they don't know the information in the past. The class
was quieter because they didn't have Google when they would ask it to participate in
comments, in plenary or in round tables, in debates, for example. So it's an advantage,
disadvantage where internet, for example, a few minutes ago, I was in a class and many of
my students miss I cannot listen to you. So that has been I hate that because they I, I'm sure
that they are not involved with me. They are not competitive with the class. internet
connection is definitely one of the biggest disadvantage. I cannot have their attention.
Speaker3: So let's see. So the impact of online classes and students participation, so
you're talking about. Our participation in the live sessions, right, so they me asking questions
and they answer into what I'm asking, so I think I don't know I just realized that I did not
want to engage in that kind of participation in my courses. You know, I use it very little now.
I use it very little. If I use, if I ask questions, I ask for the answers and I ask directly, you
know, I would ask first, state the name of the person I want. I want to answer, and then this
person will be will be called out, I would say. Andrea, what do you think about Andrea or
Belkis? What do you think about this? I think it's best if I do that instead of throwing
questions out there openly and encourage open participation because at the end, I will just be
68
left waiting for responses, you know, and I don't I don't like that. So I just decided to avoid
my frustration. And I have them instead write their answers in the toolbox. And I've done I've
I think it has not only classes, has influenced the way I've designed my participation
opportunities now because instead of spending too much time asking questions, I just present
the information. Then I have them work or include their opinions or assumptions or whatever
questions they may have in the actual assignment they have. They have to complete with the
rest of their peers. And I think I would evaluate what is their understanding of the topic based
on their performance in the assignments, not based on the answers. I get realizations. So that's
why you said that. That’s the way I decided to avoid my frustration. You're waiting for
responses, so that’s the way it has been for me.
Speaker1: I consider it as an opportunity, and it has to wait for us, for the ones that
used to participate in person classes, so they have the opportunity to improve there if we talk
about speaking so their speaking skills again, to show who they are or what they have been
learning. And the second way right of an opportunity to avoid participation, but also some
students hide themselves. Right. Basically, when we talk about the cameras, right, so they
don't turn on the cameras and they are there, but they don't show up. So that two ways, right?
But virtual classes right of participation has two opportunities to show where I had learned
before or to continue on my stage right on my comfort and don't show what I really know.
But with this, it's something curious, right? Because in the whole class, when I ask questions,
we know we have shy students, as miss Alvarado said. But when I have online sessions one
by one so I can notice that there are some shy students that they really know many things. But
when we have a full class, I don't know what are the reasons why they don't participate.
Speaker 1: And some excuses are one excuse. They said no, it's because the most
participative students are always answering. But no, it's not an excuse at all. But it's
interesting to know why some shy students don't participate even if they know what we are
talking about or they have the right answer, but they are afraid for different reasons Right?
But they know. So this is interesting, right? So what kind of students do we have? We have a
variety of them, but we know always or almost always the same answer over and over again
and the quiet students, right? So it's a challenge to try to make the shy students to participate.
And as Mr Diaz said right. So names, we name the students in order to have them to
participate. But something else that is curious is that we mention the name and julanito is not
69
there, right? And we say over and over again repeating the name and that person doesn't
answer. So it's kind of, where are you? So those points?
Speaker3: So let me let me start first, so we changed that dynamic. How has the
participation changed? Right. That's the question.
3) How will you describe the participation of your students in this new virtual modality?
Speaker3: Well, I think it hasn't changed much as to the anxiety it causes in students.
You know, every time they have to respond to something, there's always this level of anxiety
because they don't know what. What did the teacher's reaction be? Am I right? Am I wrong?
What it's going to be the feedback. So that element of anxiety, it's an uncertainty as to what
am I responding? Is it correct or not? It's always there. I think now that the fact, I think this
has allowed a lot of students to stay behind the curtains, and that's what they do because they
easily say my camera is not working. So I know for a fact I will not have to participate
because I can just say, I'm not here, you know, even though I'm here, you cannot see me
because my computer is here, my connection. We already mentioned those problems. So it
has allowed for the students to make up excuses. That's that's I think that's that's one thing.
But it has also allowed for students to find different platforms to express their participation,
to show their participation. As I said, I have not I don't do or our participation as much Now,
I prefer to for them to do it, retain to use to text me or to use forums in the many platforms I
use either a Google classroom or the Moodle site in our university. So it's best for me if I
channel their participation through those means through those platforms because I think it's
it's best, it's best. They feel less anxious and it's best for me to really understand what they are
struggling with, what is what is exactly they have questions about.
Speaker1: In my case, I will say almost the same as in person classes, the students
have participated in classes, so are the ones that feel free to participate in class when we ask
an open question. Right. And for some, the same right as they didn't do it in classes. So the
same now. And as Mr Diaz said right, we look for different strategies in order to push them to
be part of. And it could be in the oral or in the written way. But I can say that, the active
students will be always active, even in person classes or virtual classes and the shy or the not
very active students the same right and the challenges for us to make them to Be there, right
in one more time to be aware of what we are doing. And as he said, right? Yeah, they are
70
struggling different things or issues they have. And I don't know if based on participation
sometimes is their environment at home. For example, when some students turn on the
microphones, I listen to different things. Sometimes there is H&H or another TV program or
some kids learning at the same time in a closed place where they are and the presenters (frut-
sellers yo digo que asì es jaja no le entendì) right. And we know all those noises and it's not
excuse, right? But sometimes maybe some of them is like because some jokes as well. There
was a term in which every time that a student turned to his microphone on and there was a
rooster, always, always. And the rest were making laugh at him, right? Like, Hey, cute the
rooster, make a soup or something like that. Right. But yeah, I would say almost the same,
right? And it depends or it's based on the student's performance in the way they did it before
they keep doing it now.
Speaker2: That's. But I am not having problems, I don't know if you are listening to
me because I cannot listen to all of you. Ok. No, I agree with all my colleagues. I think they
have mentioned it all. The same situations that I have experienced in the environment that
they have is, I have I feel sorry for one student, for example, every time that that student turns
on the microphone, there is a lot of noise and I don't know if she or is used to that noise, but
for me, I cannot listen to her. So. Imagine receiving classes every day in that condition in that
noising environment. So that's why. I understand that is one of the biggest challenges of this
virtual morality for those students that cannot be in a quiet place with dogs, roosters and all
those type of distractions and also WhatsApp messages a lot of WhatsApp messages and
social media. When they are answering me, I listen to the sounds of the messages and
imagine receiving all the time with those messages when you are participating, that indicates
that distraction has increased and they need to they need to be. A, how can I say this? They
need to have a high level of motivation just to be in online classes, listening to us because the
amount of distraction that they have now are so many, I consider this is a challenge for them.
I don't know how do they do, but we are going on to in this a way. So definitely it has
affected the patient and I don't know. Also, the learning in some of them.
Speaker5: Ok, thank you so much for your answer. Very interesting what you're
saying. And while these were some general questions, now Mr. Perdomo is going to continue.
71
4) what motivational strategies do you apply currently in order to enhance class
participation? So again, what motivational strategies do you apply currently in order
to enhance class participation?
Speaker2: I. Ok. Yeah, I think I am opposite to Mr. Diaz as I continue inviting your
students to participate in oral way, it's because I know that is one skill that all of us we need
to work on. And also, I ask plenaries, roundtables and presentations, oral presentations, demo
classes, which is at all but strategy Pretty much. I tried to ask at least to one student how he or
she is in this moment and also asking them just to enhance motivation. A personal question,
say jokes and try to have a friendly environment. And as a warm up only ask them personally
how or how they are the family health and all those things just at the beginning few seconds
before they begin the class.
Speaker1: Um, I share the same, almost the same opinion as miss Alvarado, I
remember that I told you this on the previous interview that I consider and I don't have, like
very exactly strategy right to implement participation. But what I do is to provide a good
environment right at the moment of the class and let the students know the importance of
participation. Right. That it's a space in which they can show what they had learned or what
they are learning. And as I said before, right, so two ways and also we use all platforms and
when they're written in another way, but in the other way, when I had said this many times,
right, and every single class, that is the way, the opportunity. They have to show what they
are really learning and also to improve the. The speaking skill, right, so not a specific one and
the other one that it's almost the same that Mr. Diaz has mentioned is I questions by the name
of the sentence mention the name of the students. And sometimes I recall right or when it's a
presentation, so members of the group must be ready and I will choose one. So, it means all
of them must be ready because they don't know who is the one that is going to present. So, I
think it's a kind of motivation because all of them, right, must be ready to present. And just
that.
Speaker3: All right, I think we as teachers, we always expect our students to be

prepared before the session before class, you know? And I always tell you read so you know
what chapter we are doing next week? Go ahead and read. I expect you to come with
questions and pretty much all the time Students do not read so they don't show up prepared
to, only just a couple. Only a few of them actually read and take notes and highlight the
72
information in the textbooks or if they have to read articles or very few of them actually read
the articles and come prepared to class. So because that is a problem I've found the most, I
think only learning has in some way make me change the way I start my classes. I usually
spend what, 15, 30 minutes at the beginning of the class. I do not start the session right away.
If the class is at nine, I will just wait maybe for 30 minutes and it will give them like a pretty
warm up assignment for them to start, to connect with a topic I'm going to teach that day. It's
usually like a warm up activity. Some terminology like a case study, maybe. And then after I
start the session so that in this way, I think students get a clearer picture of what I will be. I'll
be teaching and there will be more familiarized with the content I'm covering that day
because I know for sure that probably the majority of them did not read and they they do not
know what class will be all about that day. Speaker3: So I usually I have. I have. I've been
doing that lately. Just give them some time students, some time for them to warm up on their
own on their own right, so they do complete the assignment on their own or collaboratively.
And then after I start the session, as I said, I don't really, really care so much about oral
participation now. Not really. I think I completely gone away, moved away from that. And I
do a lot of participation in forums, chat box as well. And I spend I do not spend the entire
time of the class connected. I don't do that. I prefer to do maybe 30, 40, five minutes an hour
of the class and then I have them complete another post activity based on what they read at
the beginning, what we did in the live session. And then they can apply it to an assignment,
you know? That's what I that's what I've been doing so far with the courses I'm teaching just
so I can, like, maybe spice up the lessons. I think it's working. Students seem to like it and I
enjoy it as well because I'm not thinking about, Oh gosh, I have, I'll be four hours today
connected, you know? No, I just try to change things around for them and for myself as well.
5) which is strategies are more effective for the enhancement of the student's
participation. Hmm. So what are more effective, so in
Speaker2: A matter of perception, I think it's my perception, right? My how effective

they are based on how do you apply?
Speaker2: Mm hmm. Oh, effective. Well, effective is if all the students participate, it
depends on Question if they are prepared. So based on those factors, I have to say that what
Mr. Diaz says, a warm up prepares students to reduce the effective portion of their distress
73
and the uncertainty of the student. So direct questions, definitely they have to do it. And also,
when they don't know, I invite students when I notice, for example, that all of them, they
have to say or participate in a question, I invite them to write on the chat. In that way, I can
give attention, and I don't forget the opinion and I have it organize it. And that's one effective
way that All of them participate. All of them feel the chat. And then I review again each
answer of the students. So yeah, that's I notice that it has been very effective invite students to
write their opinion in the chat.
Speaker1: In the chat. And one thing I think I agree with Mr. Alvarado because if
you're doing oral participation, you have to wait for your turn, right? If you're speaking,
nobody else can speak because you have to respect what you're saying, but by using the chat
or whatever other platform. As one person speaks, there are more of them, there are more
students, more people writing at the same time, and you can see who agrees, who disagrees,
who is maybe providing a different dimension to the answer to the question you ask or a
different understanding of the question you ask. So I like that. I like that as I already said,
giving the opportunity for written participation through different platforms because of the
variety and the and the diversity of responses you can get, as you already said, you don't have
to wait for the speaker, for the person who is participating to finish so you can give your
input. Now you can, you can just give it regardless. You have to wait for that. So I think that's
one of the wonders of abusing. These tools for participation, and as I said, I've done a lot of
the direct questions and a lot of analysis of case studies, I personally like these studies and
they seem to be working with, of course I'm teaching, especially with curriculum design. I
use that a lot. I have a lot of students in that. Of course, I have to find different ways to for
them to speak and participate, right? And in that class, particularly, it has been very, very
effective. And yeah, that's what I Have been doing.
Speaker3: I think is depends on. The contents we are working with and the activities
right that we can develop as teachers. And if it is something related to a grammatical point, so
the participation of them right, we can ask all of them to write What's the answer? The correct
answer to send it by the chat also to say it. And if that one is wrong, so we can say OK, who
can help her to provide the correct answer? All I can say. Are you sure about your answer?
And in order to make them to speak right and to feel important when they participate is to
look for a nice way or else a polite way to let them know if they are wrong and that they can
74
by themselves. Get what's the correct idea, sir, what is the correct answer? Ah, yes. For
example, if someone said students doesn't follow instructions, it doesn't how it done, so create
a good environment one more time. I have to mention it to the environment and provide the
right instructions for an activity. And when it's a very open question when I'm implementing
on these days is like, OK, there is not a right or correct answer. All of them will be
acceptable, right? So that to say that it is not a right or a specific answer.
Speaker3: So all of them are acceptable because it is something related to analysis,

right? Or reading comprehension or something very open. So that's what I say. And with
ideas, so I say, OK, if you don't share someone else's ideas, but you respect it in that way, all
of them will be free or will feel free, right to mention what they think. And I can say that like,
OK, if we don't share other's idea, but we respect to avoid problems right there. Now you said
that you suppose you were my friend or something like that. So provide a good environment,
provide clear instructions, some games as well, right? Or that is a strategy. We ask the
students to say two things are true and one is false, and there is going to be involved in the
class or provide a topic and ask them to say what they think about it. And also, some debates
work a lot and we assign a positive point or an agreement point and disagreement point to
some students and then really provide another space in which they can really say if they agree
or disagree about something.
Speaker1: That is totally true.
6) Speaker3: Good afternoon, everyone. Thanks for being here with us. The next
question that I have for you is during your class. Does the participation of the students
is more oral than written?
Speaker1: I think I well, in my case, I have already established that my participation
is more oriented to written form. That's why I like. That's what I do most often now, very
little. I use oral participation very little, except just maybe if I want to call somebody's
attention because they know that they're connected or just what I want to hear somebody that
I have not heard in a long time as Mrs. Martinez already said, you know who participates and
who doesn't. So usually the question goes to those who are not fully engaged in the lesson.
But I use that very little, for the most part, is all about written participation.
Speaker2: Oral participation, most of the time.

75
Speaker3: Oral participation, right, yes. Ok, thank you.
7) do you consider necessary to apply strategies in a college level?

Speaker1: Strategies for participation. Yes. Oh, yes, I think regardless of the level
you're teaching. Students will be students and students need encouragement, you know, and
they need to feel that whatever they have to say is important. They need to feel their voice is
important. So if you and of course, we need to understand that learning should be student
centered now. And if it's student centers because they will have room for participation, we
cannot go back to the teacher centered teaching English. The instructor was the center of
everything in, he had the authority of everything, no. So when you allow for participation to
according in the classroom, that's where successful learning. Of course, right? So yeah, that's
why we cannot disregard motivational strategies.
Speaker2: May I am I have to say, and I agree with Mr. Diaz, that's important and
also interaction the rapport between the teacher and the students is so important. And in many
cases, I have learned a lot from my students opinions, experiences and also I learned from,
how they see their own experience, the future and the future. Right. In the perspective that
they are going to have, as usual, non-native English teachers. So for me, it's crucial to know
what students see not only in essays because of the, in essays sometimes they express their
opinion, but they also use the techniques of in the way of oral participation. They express
themselves. They say why they feel or their own experience. So yeah, I definitely for me, oral
strategy is one of the most important activities that we can. We, as teachers, need to do and
the written form time as well, right? They say they express their opinion. I consider diaries, I
like diaries. It's so a rich experience reading those diaries when they write what they think,
how they feel in any situation and also reflections about experience that's similar to Mr. Diaz
of case studies reflection is crucial in this career. But matter is reflection. Try and error try
and error is the key to success.
Speaker3: I couldn't listen very well to the question, but I think it's like if we consider
participation something important in the class. Yes, no. Yes. The motivational strategies for
participation in class. Yes. Ok. It varies, right, depending on the class or the forces we are
teaching. And as you had heard, we have different points of view. In my case, participation is
a very important element that must be present right in the classes that I am performing and I
76
don't like to be talking just me and students would be listening. Right. So it's a way also to
make sure as a teacher they are, they're right if they participate, for example, with names,
right? julanito what is this? And so I can infer, right, so that person is not there. And if I say
nothing question and someone immediately answers, so it means the interest they have. And
with this answer, I would like to mention what Mrs. Alvarado said like three questions before
there is notifications, right when we listen that a student opens a microphone and many
notifications. So with this is a responsibility as well, right? Because as a teacher, I do all
things or I prepare my class in order to have a very interactive class. Because yes, I like to
have interactive classes while the ones that are related to reflect almost all, if they are not that
far away, that I can involve my students in the process. And yes, as I told you last time as
well.
Speaker3: Responsibility because if one student has problems with different things
related to the class, but what about with the notification she or he gets right so they are not
responsible at all on what they are doing or receiving classes, at least? So it's interesting right
to because we can understand as teachers the issues they face. But what about them? Do they
really appreciate what we do right? Or if they are involved, if they are really involved on
what we are doing right? And it's part of the education or educational process and also
professional process they are having now. Right? And it will vary also this on the level of
student right, no level of good or bad, no level of maybe the year of the university they are
taking. And as we are teaching English and they must produce right the language they are
learning. That's why I consider that they must participate or they must speak in classes, right?
And the return activities. I implement them for assignments, right? And also some other
assignments as well.
8) Do you feel that you are motivating the student’s participation during synchronous
classes in the virtual modality?
Speaker 3: Yes. Yes. I consider I'm doing it right, and something that I know is that if
I implement a strategy and it doesn't work at all. Speaker3: So I look for a way to modify it.
Right? But yeah, I always encourage my students to participate. And one more time, as I said,
it's the opportunity they have to let me know what they are learning. And also they show it
right through some written assignments as well or some other environments we can have. But
participation will be like mandatory for students in every single class. They should fight in
77
order to participate. And sometimes it's a joke. But I say when I ask a question and no one
answers, I said no, just one at a time. So we're done fine. Just one at a time. But yeah,
different reasons. It will be another research right to know what do why these students don't
show up right or don't participate even if they know what's the right answer? But yeah, I try
to do my best on that. And. through letting the students know the importance of their
participation that we, as teachers can learn from them as well, and not only on sematic things
or courses or regarding to theories. So about the person right or experiences personal
experiences that we can learn from them by not just educational environment. So as we
know, we are the teachers and they are students, but we can have a very good relationship
also as people right, that we can help them. We can be no friends, right? But we can support
our students in different areas, not just in the educational environment.
Speaker2: Yes, I think I feel with my students, we get to know each other very well. I
know almost the personality of each of them, so I know that, for example, I can make jokes
with them on different types of jokes or in order to reduce the if, if, if I can say that the tense
in the environment, if it's if they don't know the answer at the moment. And also to
encourage, I ask questions more questions just to to see if they can apply theory and practice
in particular topic, right? So effective. Sometimes yes, sometimes no. And when, in those
situations when I see that it's not effective, maybe I go and make a reflection. What I what
was wrong in that time That's part of this profession is reflection. That's what we do. And
next time we try it again.
Speaker3: So, Mr. You are muted.
Speaker1: Sorry, that was really excited. Yeah, so in my case, I said participation in
synchronous learning is not as important anymore. So as I said, I don't spend too much time
connected. Instead, I do a lot of collaborative work students working with other peers for the
completion of an assignment. So to me, it's more important to see if they are able to self-
regulate their learning. You know, one of one of the main aspects of remote learning is to
have students become aware. they are responsible for their learning, autonomous learning,
independent learning. At the end, it is your responsibility, not mine, to learn what you have to
learn, right? So I provide the tools I provide A room for learning, and it will it is up to you if
you decide to, to do that, to use that, the information I'm providing. So to me, as I said, I want
78
to see if students are able to do what they have to do. In asynchronous learning with their
peers individually. And one of the things and I found a pattern here, you know, with with
your class, you know, I have I have used this forum for two weeks now in which I ask you to
express your, your concerns, your questions and only five of you have shared questions.
Speaker1: And you know, and in these two weeks, the five people have been the
same. The five have been the same. So at the end, that just gave me an indication that, OK,
who is responsible for the learning? Who is actually, I don't have to ask who is reading the
chapter? Who is reading this? No, I just get to see it by just by looking at the ones who
express their opinions and express their thoughts. So as I said, I do a lot of self-regulation. I
wonder one of the things that I really want that online and remote learning has taught me is
that students, we need to. Have students raise some accountability of their learning
responsibility of their own if they don't do it? I think it's just about time to for all of the
students to grow this different mindset that I am responsible for my own future. The teacher
is just a facilitator. But at the end, the one who is who's getting trained and who is getting
educated is myself. So that's what I'm trying to do now.
9) what are you doing to make your content relevant to a student's learning?
Speaker2: And me, that's a difficult question, because for us, all the country is ready
for, everything is right and right. So definitely, definitely for us, we try to see, read the book
or highlight the most important ideas of this or that or he has forums. Or so we I think what I
perceive here is that is not about didactic is more about to enhance motivations. So I'm not
going to talk about the didactics because this is what is effective or not in the terms of the
didactic. But I encourage participation in synchronous or asynchronous classes. I've been
feeling maybe because it's the lack of training, perhaps I mean, feeling that having my
students in synchronous classes is I don't know if this investigation was born in that reflection
that we were having that students feel like seeing each other is like in a way to maintain a
connected with the teacher. I think that was the reason, and that finding makes me continue
having synchronous classes because they told me that this is more no effective But they feel
like in the past this is like we are holding the last resource that we have that resembles our
past in face to face modality. Speaker2: So that's why I try to have my classes online and
also I invite them to have the camera on because I do like to see their faces. I do love to see if
they are there listening to me, if they are following me with their eyes. So that's for me
79
important and also is because it's what theory says. We learned a lot through facial contact
with our interlocutors, so that's that's one way that I do. I invite my students to turn on their
cameras and also to the rest of their methodology is based on the content that I'm going to
have, but specifically to motivate my students by them to turn on their cameras and also to
have this connectivity. And so far, no one has said me, so I don't want to have a more online
classes. One the day that that happens, I'm going to go into Moodle consequently and then
develop the class in Moodle more. But I use Moodle just to share information exams and also
share resources where they can see. But here is when I feel the connection with my students
to not to lose that human warm that we used to have.
Speaker1: So all the content is relevant, so everything you need to know is relevant.
That's that's the thing. What you need to know is relevant. So. Just in order to make it, I think,
more accessible for the students. I just try to maybe come up with a list of specific points that
I want my students to really understand and know, and for them to be able to to internalize.
You know, I think that's important. We are exposed to so much information now with all
these social media, the access to resources and everything. We are exposed to so much that
it's it's it's OK to feel overwhelmed by looking at so much and no one out. So as a teacher, as
a facilitator, I think that's what we have to do to simplify it for the students, just for them to to
have clear. Maybe give them a specific hint. Give them ideas.
Speaker3: No, it's OK, it's OK. Yeah, providing some situations in which they can't
really understand or see the importance in this case, learning English. But as a future English
teachers and yeah, with real examples, right? Or real situations, sometimes with my own
experience or someone else experience and. Letting them know, yeah, those important, right?
And also first as competencies they should have or acquire and then the things they will learn
because all contents right are important or they are relevant. But yeah, that's what I can do or
based on the content we are going to develop. Look for real situations in which they can
analyze and see, Oh yes, it's true. So more than saying them or saying, OK, guys, you know,
it's important because of this and that. So providing experiences, right? Real life experiences
in which they can analyze or get it by themselves, right? Without words, by through images
or through videos or something that they can really understand is right. Because even if some
of them or maybe you guys I know are not going to be or develop the function right as
80
English teachers, but you are learning English, so you have to develop different skills, and
that's why we vary that techniques or the strategies we implement in day by day classes.
Speaker1: Oh, yeah, no, I just wanted to say that in order to make the continent
relevant, I've always used articles, articles that we can still see the connection or find a
connection between what they're learning in the class with actual applicability in in the real
life, you know, and well, with Miss Marti with, miss Alvarado you're doing research right
now, so you see how important it is to actually connect what you're what you what you learn
in the class with actual research that is going to be useful in the future. So I think that there's
no better way for the students to see how important it is, what they're learning by looking at
and analyzing articles, scientific articles.
Students' Focus Group Transcription

Topic: Motivational Strategies to Enhance Students' Participation Applied by English
Teachers in the UPNFM – CURSRC
Instruction: Listen and answer truthfully the following questions with what you
Belkis: Have you been motivated to participate during the virtual classes?
S3: in my case, yes, I have been motivated.
S4: Yes, I think I have been motivated to, I have been applied some strategies to do
so.
S1: No, I was thinking, but at the same as my other classmates when I necessary, I did
it.
S2: Yes, the same, and we have to motivate ourself, right? In order to be in online
classes.
S5: Yes, I feel motivated. Participated in online classes. I mean, every day I do it.
Andrea: Do you think that you have increased your level of participation during
the online classes?
81
S1: I don't think so, because, you know, as it's an online class, in my case, I always try
to pay attention to everything. Well, I like to get involved in everything, but sometimes it's
like, OK, I want to participate. But I think that it's not necessary and sometimes it's like, I
want and I don't want. So, I think that it's like difficult to enhance this participation more
because it's in online. So, I don't know. It's like, oh, some of their classmates are present there
and they are like paying attention, and most of them are like, are looking for their cell phone
and all of those things. So, they are not enhancing the process of participate in an online
class.
S3: Yes, I was almost part of this question. And I think, yes, I agree with Leonela
because sometimes we lose the concentration in our classes. We are looking for our cell
phones or doing something in our houses. And for that reason, I think we don't participate so
much. And when we were in the in the university, in the classroom, we participated because
we were only in classes not looking for other things. And also, we were face to face with our
teachers and that allows us to participate more. And another problem is, for example, the
connection of internet because sometimes we have a poor connection of our devices. And for
that reason, we don't want to participate. So that is my opinion.
S4: In my case, I consider myself as a shy person, so I think these virtual classes, I try
to participate and I saw that I have improved a little bit and when I was in the face-to-face
classes.
S5: In my case, I want to say that the only problem I can identify are some issues that
we can face when we are in online classes, with our computer, if I have a problem with my
microphone at the moment of participating. But yes, I get distracted with my cell phone.
S2: Also, when are we going to participate? Maybe other classmates turn on their
microphones, maybe they want to participate and we and we want to participate, and I think
that it makes like a lot of noises. And then we lost the idea that we want to say, oh, maybe we
are in another things, we turn off our camera or also the microphones, so the teacher is not
watching what we are doing during the class. So, for that reason, I think that also to turn on
the camera is very useful because in this way we can participate and we can pay more
attention because all the classmates are watching me what I am doing.
82
Andrea: How would you describe the teacher's attitude during these online
classes?
S1: Well, I think that if we are going to talk about this, it's really I think that it's really
amazing because it's something that we sometimes didn't take into account, but I think that
it's something really necessary because sometimes there are many attitudes about old teachers
that affect us or maybe not affect us, but make us feel like, Oh, OK, I need to do it because,
well, I don't know you, but I think that there are many teachers that they are demanding or
because we don't have electricity. We don't have everything they want that we stay there. It
doesn't matter what happened, but they want to. We need to stay there. Also, another thing is
like, well, it happened. For example, there is no electricity power in different places, right?
And we say, OK, we don't have electricity power, but they are continue doing, and giving the
class only with three students. And what about the others? So, the attitude that they took it for
me, it's awful. And I think that is something that is not correct because they can apply
different strategies, but not take that attitude that maybe can well can feel to the other
students like, OK, I need to do it, but sometimes we can't. So, it is something that is not
ignorance. So, I think that it is not good.
S4: I think that they have kept good positive attitude, but also, as I mentioned,
sometimes we feel the pressure when we don't have internet, and signal and we cannot enter
to that class, and some teacher cannot understand very well that position that we have. But in
general, I've seen that they have motivated us.
S3: In my opinion, well, I agree with my classmates and I consider that that job to be
a teacher is like an admiration or admirable, because they do, they try to do their best. They
try to apply tragedies in order to teach us. And in order to learn more. Or that the students
learn more. Sorry. So, for that reason, I consider that is admirable work or an admirable job
that they do. But I think as S4 said before there are many situations that we cannot control or
we cannot do anything sometimes. And in that case, the attitude, I think is not so good. But in
general, or there are many problems that we cannot control. So, for that reason, I think. We
and the teachers need to be more or needs to have more consideration in those cases.
S2: I think that the most difficult part of being a teacher is the attitude that we take
and also the attitude that they have in our in the case of talking about our teachers, right? And
83
I think that through of the virtuality or through the online classes, it becomes difficult to
motivate the students, maybe because it is something is boring because it is just like a
speaking class. And it is not like we have to write or we have to perform something no, it just
speaking because in that way, the teacher can notice if the students are paying attention. But I
think that the teachers make the most effort. If I can say this to give a class, but sometimes
they need to put attention to ourselves to that those kinds of things of technical devices or
things like those we cannot handle.
S5: In my case I can see some attitude and different. Even and some teachers are
considerable, and some of them are not considerable. But I think it depends on the situation
that we can face, and in my case, I can say that teachers are always positive. As my classmate
said that some attitude was positive, considerable and even not considerable.
Brandon: Have you noticed any activities that encourage you to participate
during these years of pandemic? And also, can you name some of them?
S1: In my case, I didn't notice an activity like that for me. that is not existing, always
the same participation with groups participation in pairs, make a PowerPoint presentation,
made a resume. So basically, everything is the same. So, no.
S2: I agree with S1 comment because I'm in the same position that just does not make
activities, different activities just in the same way. Speaking, getting comments, summaries
and PowerPoint presentations. And I think just those activities.
S3: In my case, yes, I can say that there are many strategies or activities that I have
been noticed on the teachers, but in some of them, right, because some of them use, for
example, discussions and they explained a topic and they asked us to participate our opinions
in different topics. So, I consider that in those situations, yes, that is a good activity because if
we are interested in the topic, we can participate. But at the same time, I agree with they
because there are other teachers that they do the same, the same. And we are like, we've
become more bored in the class and we don't want to participate because it is the same only
speaking and speaking. And they don't they don't apply activities or strategies to motivate the
students and as well. We as a students need to be motivated first, right, in order to be part of
offering an interactive class.
84
S4: Well, in my case, I think that obviously not all the teachers applied lied when
these tragedies or activities, but I think most of them did so, because they try to do activities
in which we can speak. That is, and we can participate, for example, they give us a topic or
something, and we most look for information or something. And we can say our opinions
about the topic and others basic activities that we use in classes is brainstorming in which all
the students more must give their opinion. So, I think those ones are like the basic activities
that they do.
S5: I would say that all those activities as always do, In the way to encouraged me to
learn more because I have to practice and I know that I feel, I have to feel encouraged,
because if I don't, I will be in problems. so, I feel encouraged with all those activities that I
know. Even I would like an improvement for parts of the teachers and in these kinds of
activities, and implementing other activities that maybe help us to feel more encouraged at
the moment of learning.
Brandon: Which of the activities that that that your teacher does, do you feel are
more, effective to enhance your participation?
S4: Well, an activity, as I mentioned before, for example, the teacher gave us a topic,
so they say that tomorrow we will give our opinions, so we know that most we must look for
information, important details about the topic because we are sure that the teacher is going to
ask us. So, I think that is a good activity because if we don't know anything about the topic,
we must look. So, and if we are looking for information, I think we can participate.
S3: In my opinion, the activities I agree with S4, I consider that the most effective is
oral discussions in classes because that allows us to participate more to debate sometimes
depending on the topic, right? And if we are not paying attention, we lose, we lose the topic
or we lose that sequence of the topic. So, I consider oral discussions are better. Also, for
example, when the teacher asked us to be part of the class, for example, if she or he is
presenting a PowerPoint presentation, then he or she asks us to read for example, a paragraph
or to answer a question that maybe she or he has in the presentation. I consider this is this is
good because we are paying attention. We are focused on what we are learning, right? And
we don't lose the concentration in that case.
85
S1: Well, I think that one activity that it's really necessary to apply, it is the same as
my other classmate mentioned oral activities where the students get involved in the
performance of everything that they are learning. So oral discussions are, I think, that are the
best ones.
S2: I agree, with in the oral presentations, you know, is the way where we can speak,
how we can improve our English, right? Or maybe in another kind of activities, but in this
case, we are just talking about activities that teachers apply, right? So, presentations and in
my case, I think can works.
S5: I totally agree with S3 oral activities, help us a lot, and I feel that is the most
important because we practice our speaking and We get a good English comprehension and
that's good.
Anita: Do you prefer to participate in class orally or written? And why?
S1: Well, in my case, I prefer to participate in orally way because in the chat is
complicated and it is not easy because we need to start. We need to stay writing everything. If
we can say it, it's better.
S5: I prefer orally because I think I practiced more my speaking skill.
S3: In my case, I agree with S5 because we participate by speaking. We improve our

skills, right? And if we do by chat, we don´t improve the writing skill. And another thing is
that maybe we provide or if we write our opinions in the chat, maybe that teacher is not going
to read it because maybe she or he is presenting a PowerPoint presentation and in that case is
very difficult to see the chat or to read the opinion. So, for that reason, in my case, I do in
both ways, but I consider it more effective when we speak.
S4: Yeah, I agree with all of my classmates. It's better to do it in an oral way because,
for example, in my case and the chat is very difficult because I am using my cell phone, so I
need to do it quickly and then maybe I'm writing. But the teacher changed the question or the
topic.
86
S3: I think the same, that it is better when we do it orally. Because, we can express
ourselves. That's made for some students are not aware a writing, right? But in the case of
when we speak in the skills of speaking, we, it is more easily to speak.
Anita: What tragedies Do you use to keep an active participation when you feel
unmotivated in the virtual classes?
S1: Well, I think that it's a difficult question, because most of the time we have a
schedule that is really hard for us, it's difficult to maintain motivated all the day. But I think
that something that function with me is to keep focus in the class. So, if I'm doing something
and I think, OK, I don't want to stay here, but I'm trying to get a place in which I need to stay
sit down in front of my computer. I left my cell phone and everything and other place, and I
try to keep focus in the class. So, this strategy it works with me, but sometimes is really
difficult because we have in classes in the morning until six p.m. So, it's difficult. But we try
to do it and it works with me.
S2: Yes, in my case, I try to not to have distractions in my room or interruptions, for
that reason, I decided to live alone here in Santa Rosa again because we know that in our
houses there are many people or there are many noises that dogs barking a lot or many people
in those cars in the street or something like that. And that was very difficult for me because I
didn't pay attention to the classes because maybe my aunt was speaking or something like
that, and I lost my concentration on the classes and also the internet and many, many
problems. But I consider if we are in a room in a workspace that doesn't have distractions,
noises so we can concentrate. in my case, I imagine that I am in the in the university. I turn
on my camera and I am looking for you. I can see you that you are paying attention to and
that is tragedy allows me to pay attention in classes.
S4: Well, for me, I tried is that it's good is to look at the material, for example, look at
the topics that we are going to see the next day, for example, and look for information
because when and that way I can be prepared to participate. And I feel comfortable to do it.
So that is a strategy that I apply, for me, that is a good strategy, When I don't know anything
of the topic, how I'm going to participate? so, I must be prepared. So that's why I use that
strategy.
87
S3: In my case, I pay attention, close attention, and also, I took notes about what the
teacher is saying during the class. And that's really works for me to take note and to pay close
attention to every detail.
S5: I share the same way, a S2. I can say that I try to pay close attention to understand
very well what is the topic about, and I look for some extra information just to know. Well, if
I didn't understand the topic or I feel more motivated at the moment of taking the class.
Dayana: How do you feel when no one participates in classes?
S3: Yes. Well in my case, I feel like embarrassed, because I think in my mind, what
about if I were the teacher? What can I do in that position if no one participate in the class?
And I feel that, but sometimes when the teacher acts and no one participates is because
maybe we don't understand the topic. So, we cannot do anything because if we're
participating, if we are wrong or if we don't understand that question. So that is very tricky or
difficult because if I would need to be in the position of the teacher, right? But what about we
don't understand the question. We cannot say anything. So, I think we can ask for the teacher
to repeat the question or to put in the context, the question or something.
S4: Yeah, I think that it's an awkward situation, definitely, it's very awful because
sometimes I want to participate too, but I didn't understand the question or I don't know
anything about the topic. I cannot say anything?
S5: I feel obligated to ask for a second explanation and try to speak because it is
horrible, not participate.
S2: I agree with S3 comment, If I were the teacher and the students do not participate,
I will be embarrassed. And I think it's very hard because maybe the teacher is thinking what I
am doing, I'm doing something wrong or something like that. But what can I do if I don't
understand something? I think that the teacher must have to change some course or change
something in order or to explain again in order that we can understand and we can participate.
S1: Well, I think that this is a big problem because it becomes since the moment
which started is the teacher is using for teach the students right. So, sometimes the teacher is
88
given a class and everything. But what about when they ask something and everything is in
silence? So, it's an uncomfortable situation because it happened with us when we are giving
Demo classes. But I think that sometimes it's about the strategy that the teacher is using
because there are many teachers that are talking, talking, talking and at the end they want to
the students provide feedback about the questions. So, it's difficult because sometimes the
students are not in the way that the teachers are. So, it's difficult, but I think that is something
normal that all of us needs to experiment. And also, it's a point of view that we need to take
into account in order to not commit the same mistakes and enhance that in order to create a
comfortable environment in which students can express themselves and give their opinions.
Dayan: How do you feel this is the opposite? How do you feel when everyone
participates in the class?
S2: I think we feel happy, and that the strategy, the things that we are applying are
good and we after we finish the class, I think that we feel like, oh my God, thanks God we
did good or something like that, and we feel very, very happy that the class was successful.
S1: Well, in my case, I don't feel anything. It's like, OK, it's what's good, then that's it.
S4: Well, in my case, feel motivated because when I say that all my classmates are
participating well, I need to participate too and I need to say my opinion. So, it's good for me
and I feel very great and I feel that in that class is successful as she mentioned and well, it's
good for me.
S3: Yeah, I feel the same, I feel more motivated when everyone participates, because,
if everyone participates, I think they more motivate me to participate. But for example, what
it if sometimes we don't know about the topic and everyone knows the topic. And we cannot
participate. That is very it's very difficult. And kind of rarely, because we don't have anything
to add to the class and we feel that we need to participate because everyone is participating.
So that is very difficult. But in general, I feel happy.
S5: In my case, I feel good because I can see that the class is understandable, but
sometimes I feel angry because they don't allow me to participate and or they share the point
that I have, and I don't have any other things to say in order to participate.
89
Image N.1 Group Work
Image N.2 Interview
90
Image N.3 Teachers' Focus Group
Image N.4 Students' Focus Group
91
Schedule
month/we May June July August September October Nov

emb
ek er
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2
Introduction X X X X
Problem X X X X X
statement
Questions X X X X
and
objectives
Justification X X X X X
Delimitation X X X X
Viability X X X
Theoretical X X X X X XX X X X X X
framework
Methodolog X X X X X X X
y
Instrument XX X X
Elaboration
Instrument x x
application
Data x x x x x
codification
92
Data x x x x x
Analysis
Conclusions x x x x
Recommend x x
ations
Annexes X X x x
Final
defense
93

TESIS Final

Uploaded by

Copyright:

Available Formats

TESIS Final

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

TESIS Final

Uploaded by

Copyright:

Available Formats

UNIVERSIDAD PEDAGÓGICA NACIONAL

CENTRO UNIVERSITARIO REGIONAL SANTA ROSA DE COPÁN

English Teaching Program

Counselor: Sandra Alvarado

Motivational Strategies to Enhance Students' Participation

Ana Liseth Benítez Pinto 1313200000172

Andrea Nicolle Dubón Fuentes 0401200200651

Belkis Janely Muñoz Medina 1628200100318

Brandon Ariel Castro Perdomo 1413199800040

Dayana Karina Madrid Alvarenga 1411200000041

CHAPTER I: PROBLEM STATEMENT ..................................................................... 8

1.2 Objectives .......................................................................................................... 10

1.2.1 General Objective ....................................................................................... 10

1.2.2 Specific Objectives ..................................................................................... 10

1.3 Research Questions ............................................................................................ 10

1.4 Justification ........................................................................................................ 11

CHAPTER II: THEORETICAL FRAMEWORK ....................................................... 12

2.1 State of art .......................................................................................................... 12

2.2 Virtual modality during quarantine ........................................................................ 14

2.2.1 Quarantine side effects in the educational system .......................................... 15

2.2.2 Technological issues in teaching and learning a second language ................. 16

2.2.3 Synchronous learning...................................................................................... 18

2.2.4 Teaching English as a foreign Language ........................................................ 19

2.2.5 Second language acquisition ........................................................................... 19

2.2.6 Importance of participation in learning a second language ............................ 20

2.2.7 Role of the teacher during virtual classes ....................................................... 21

2.2.7.1 Affective Filter ......................................................................................... 22

2.3 Participation during virtual modality ..................................................................... 22

2.3.1 Oral participation ............................................................................................ 23

2.3.2 Written participation ....................................................................................... 24

2.3.4 Obstacles in the development of student’s participation ................................ 25

2.4 Motivation in education ......................................................................................... 25

2.4.1 Motivation during online learning .................................................................. 27

2.4.3 Second Language motivation .......................................................................... 29

2.4.5 Rapport ............................................................................................................ 29

2.5 Motivational strategies ........................................................................................... 30

2.5.1 Motivational Strategies to enhance student’s participation ............................ 30

2.5.1.1 Sense of self-confidence and empowerment............................................ 31

2.5.1.2 Warm-up .................................................................................................. 31

2.5.1.3 Challenge students capacity ..................................................................... 32

2.5.1.4 Compassion and flexibility ...................................................................... 32

2.5.1.5 Feedback .................................................................................................. 32

2.5.1.6 Class environment .................................................................................... 32

2.5.1.7 Technological Use ................................................................................... 33

CHAPTER III: METHODOLOGY ............................................................................. 33

3. 1 Approach of the study ....................................................................................... 33

3.2 Design of the study ............................................................................................ 34

3.3 Category of Analysis.......................................................................................... 34

3.4 Population .......................................................................................................... 36

3.5 Primary and secondary sources of information ................................................. 36

3.6 Techniques of data collection ............................................................................ 36

3.7 Limitation ........................................................................................................... 37

3.8 Techniques of analysis ....................................................................................... 38

CHAPTER IV: DATA ANALYSIS ............................................................................ 38

4.1 Motivational Strategies ...................................................................................... 38

4.2 Effectiveness of Participation ............................................................................ 40

4. 3 Professional Experience .................................................................................... 43

Focus Group for Teachers ........................................................................................ 57