The purpose of this essay is to compare Swedish teachers' and students' rating of different motivational strategies as well as compare the findings in this essay with previous studies. The study was carried out by using two questionnaires which were based on Cheng and Dörnyei (2007b) questionnaire. The questionnaires had 32 motivational strategies that were categorized into eight macrostrategies. There were 45 teachers who answered the questionnaire directed to teachers and 265 students from different programmes answered the student questionnaire. To compare the results, the mean score for each macrostrategy was used to define the ranking. The ranking of the macrostrategies were then compared between teacher and students as well as to previous studies. The findings in this study confirmed previous results that teacher and rapport are ranked the most motivational macrostrategies. The largest discrepancy between the Swedish students and teachers was the ranking of feedback and task. Another discrepancy found was the ranking of language usefulness.

This is the first study in a Swedish context that has asked both students and teachers to rank different motivational strategies