This study attempts to investigate the perceptions of the Korean and native English speaking instructors teaching English in Korean universities toward the importance of motivational strategies and how far their students feel motivated when their teachers use these motivational strategies. In total, 78 instructors and 220 university students with two different English proficiency levels participated in this study and responded to questionnaires. Both Korean and native English speaking instructors' perceptions toward the importance of motivational strategies have a similar pattern. In the responses of both groups, the top three important motivational strategies are proper teacher behavior, recognizing students' effort and promoting learners' self-confidence The lowest rank-ordered strategy is promoting learner autonomy. Instructors' perceptions of importance and students' degree of motivational state show a similar pattern and there are no significant differences between the lower and higher level students except the difference in the mean scores.

1. Introduction
2. Literature Review
    2.1. Motivational Strategies
    2.2. Perceptions of Teachers toward Motivational Strategies
    2.3. The Relationship between Teachers' Motivational Practice andLearners' Motivation
3. Method
    3.1. Participants
    3.2. Questionnaire
    3.3. Procedures
    3.4. Data Analysis
4. Results and Discussion
    4.1. Data
    4.1. Comparison of Korean Instructors and Native English SpeakingInstructors
    4.2. Comparison of Students with Lower and Higher English ProficiencyLevel
    4.3. Rank Order of Responses
5. Conclusion
References

• Kyunghee Yeo(Catholic University of Daegu)