Statement of intent

Data collected from the questionnaire

After gathering all answers for survey, the researcher observed that nearly all teachers has the same opinions, thoughts and suggestions for teaching students in EFL class. The researcher, who has intended to collect information on her survey, decided to start analyzing questionnaire (see Figure 1) that was given for subject, in particular teachers in EFL classes, before conducting the study. She started from the first question ”How do you think the role of motivation in teaching process?” the possible answers are the following:

• 
  The role of motivation in teaching process is very sugnificant in all stages.
  
• 
  The role of motivation in teaching process is just important in some cases.
  
• 
  The role of motivation in teaching process is not essential in all stages.
  

This question aimed at to identify how many teachers consider the motivation important. The answers to this question are described in the pie chart below.

Figure 1 Overall results

The pie chart claims that 70% (7) of the respondents considers that the role of motivation in teaching process is very significant in all stages. The other part of the respondents (30%) states that the role of motivation in teaching process is just important in some cases and none of the respondents ticket the third answer. The second question “Which types of collaborative working do you want students to do in your lesson?” the possible answers are the following:

• 
  Collaborative writing gives teachers opportunity of conducting a productive lesson.
  
• 
  Collaborative role play gives teachers opportunity of conducting a productive lesson.
  
• 
  Collaborative reading gives teachers opportunity of conducting a productive lesson.
  
• 
  Collaborative singing or speaking give teachers opportunity of conducting a productive lesson.
  

The answers to this question are described in the bar chart below.

Most of teachers, to tell trustworthy, 40 % of the teachers were favour of the answer “collaborative writing”, whereas 30% of them selected the “collaborative role play”. 20 % of respondents chose “collaborative reading” only 10 % of them ticked method “collaborative speaking or singing”. The bar chart placed below depicts the outcomes in more comprehensible way ( Figure 2). Figure 2 Overall results

To the third question “Are you in favor of using poems in students’ language learning?” respondents gave by ticking these suggested answers: always, often, rarely, sometimes, never.

In the following pie chart answers were described so that it could be seen easier to figure out the results (Figure 3).

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