رؤیا صنیعانی

The aim of this study was to investigate the effect of using motivation strategies on EFL teachers’ motivation and reflective teaching. In order to do this, 30 Iranian female EFL teachers who were the researcher’s colleagues and expressed their willingness to participate in this study were selected. The group filled out a reflective teaching questionnaire by Akbari, Behzadpour, and Dadvand (2010) and motivation strategies questionnairre by Chastain (1988) as the pretest at the outset of the study and subsequently sat for a workshop where the researcher introduced motivation strategies and techniques to them. Following the end of the workshop, the teachers went back to their routine teaching program for 15 sessions and the researcher administered the reflectivity questionnaire and motivation strategies questionnaire as the posttest to the 30 teachers after those 15 sessions. In order to test the null hypotheses, that is to check any significant difference in the degree of the reflective teaching and motivation of the group prior to and after the treatment, a paired samples t-test was conducted in this research. The results revealed that there was a significant difference between the participants’ scores on the motivation pretest and posttest; favoring the posttest. Also,there was a significant difference between the participants’ scores on the reflective teaching pretest and posttest, favoring the posttest. Therefore, the results showed that motivation strategies significantly affect the teachers’ motivation and reflective teaching.