Tutor’s role in the formation of learning motivation and self-development of future foreign language teachers

Abstract

Contemporary challenges encountered by higher education institutions encompass the pervasive issue of diminished student engagement and a conspicuous lack of motivation towards knowledge acquisition. Aligned with the societal mandate, educational establishments tasked with preparing prospective foreign language educators face the imperative of customizing the learning environment and cultivating competitive professionals capable of adeptly responding to contemporary demands. This necessitates perpetual learning and self-enhancement, underscoring the pivotal role of tutoring methodologies in facilitating self-improvement, autonomous learning, and selfactualization among learners. Tutors bear the responsibility of kindling students’ intrinsic curiosity towards knowledge deemed pertinent to their future endeavors. Through tutorial sessions, tutors endeavor to invigorate learners’ drive for self-development and advancement, aiding in the formulation of tailored learning plans and timetables, orchestrating the self-directed learning process, and providing timely guidance in navigating complex educational queries. The present article scrutinizes the indispensable role of tutors in cultivating motivation for learning and fostering self-development among aspiring foreign language educators. Delving into the manifold methods and strategies employed by tutors to engender enthusiasm for language acquisition and bolster student self-motivation, the authors underscore the paramount significance of efficacious tutor-student interaction in realizing educational objectives. By dissecting psychological underpinnings and pedagogical paradigms, the study illuminates critical facets of the tutor’s role as a catalyst for motivation and mentorship, pivotal in engendering sustained student motivation throughout the educational trajectory. Key strategies for augmenting learner motivation within pedagogically oriented higher education institutions through tutoring interventions encompass the cultivation of conducive learning environments, judicious selection of instructional methodologies, accommodation of individualized learning needs, provision of constructive feedback, facilitation of self-regulatory processes, cultivation of intrinsic interest, promotion of collaborative learning environments, and harnessing innovative educational technologies.

Key words: tutor; tutoring support; academic motivation; self-development; self-improvement; higher education students; foreign language teachers.