INTRODUCTION
Overview
In foreign language teaching, key components include the learner, teacher, and instructional materials, but other significant factors often remain unnoticed, such as educational policies, teaching methodologies, and the availability of learning resources (Al-Mahrooqi & Asante, 2010; Schacter, 1999) Among these, motivation stands out as a crucial element, as it drives the cognitive and motor processes essential for language learning (Dửrnyei and Ottó, 1998) A lack of motivation poses a significant challenge for language teachers globally, making the study of foreign language motivation critical for developing effective strategies to engage and sustain student interest (Cheng & Dửrnyei, 2007) Motivational strategies are designed to enhance learners' goal-oriented behavior and encourage active participation in the learning process, ultimately aiming to boost student success by leveraging classroom-specific motivational resources.
According to Dürnyei (2001), motivational strategies are defined as the intentional influences aimed at creating lasting positive effects Therefore, it is essential for teachers to implement these strategies in foreign language classrooms to foster positive attitudes towards language learning and enhance student achievement.
Background and context of the study
The growing demand for English in today's globalized world has made English language teaching a national priority in Vietnam Despite being a mandatory subject for twelve years, many students struggle to achieve proficiency in English According to Van (2008), the relevance of English learning to students' goals is often lacking, leading to difficulties in understanding lectures, communicating in daily or professional contexts, reading both professional and general texts, and writing effectively in English.
To achieve success in English, it is crucial to enhance students' motivation Insufficient motivation can hinder even the most competent individuals from reaching their long-term goals.
Motivation plays a crucial role in language learning success, surpassing the importance of teaching quality, abilities, or curriculum (Moskovsky & Alrabai, 2009; Dửrnyei & Csizer, 1998) Engaging teachers who employ effective motivational strategies significantly enhance learners' motivation throughout their language journey (Dửrnyei, 2001a) Motivated teachers are characterized by enthusiasm, resourcefulness, and creativity, while motivated learners exhibit traits such as commitment, persistence, and confidence (Hapsari, 2013) By implementing diverse motivational techniques, teachers can foster a positive learning environment that boosts students' performance in English.
Research on motivational strategies in teaching foreign languages has primarily emerged from Western educational contexts, which differ significantly from the Vietnamese educational landscape This cultural disparity suggests that not all strategies are universally applicable Cheng and Dürnyei (2007) emphasize that culture-specific factors, such as teaching techniques and learner goals, can affect the effectiveness of various motivational strategies Consequently, Vietnamese teachers face challenges in selecting and implementing the most suitable strategies for their English classrooms Therefore, it is essential to develop a tailored list of key motivational strategies that align with the socio-cultural and educational context of Vietnam for secondary English teachers.
This study aims to identify the key motivational strategies employed by lower secondary English teachers in Vietnam It investigates their perceptions of these strategies, their impact on the teaching and learning process, and the factors influencing the effective use of motivational techniques in the classroom.
Objective and purposes of the study
This study aims to assist teachers in identifying effective motivational strategies for enhancing student motivation in lower secondary school English classrooms It explores teachers' perceptions of these strategies, assesses their ability to inspire and influence students, and seeks to integrate motivational techniques into teaching practices Ultimately, the research investigates the application and effectiveness of these strategies in the context of English as a Foreign Language (EFL) classrooms.
Research questions
The following research questions were investigated to fulfill the objectives of the study:
1 What are teachers‟ perceptions of using motivational strategies in EFL classroom?
2 How are typical motivational strategies used in EFL classrooms?
3 What are the factors that influence the teachers‟ selection of motivational strategies?
Rationales for the focus in the study
Positive attitudes toward a target language significantly enhance language competence, yet English teachers in Hue face challenges in motivating their students EFL learners often study English for practical reasons, such as meeting school and college admission requirements or preparing for competitive job markets Dürnyei & Cheng (2007) emphasize the importance of teachers' behavior towards students, highlighting that beyond effective teaching methods, educators must engage learners in a friendly and enthusiastic manner while employing strategies to foster positive attitudes toward foreign language learning Research by Le (2005) and Phan (2010) indicates that students adhere to Vietnamese traditional values centered on care orientation, suggesting that motivational strategies combined with supportive teacher interactions can effectively enhance student motivation in the English classroom.
Research on motivational strategies primarily originates from Western educational contexts, which may limit their applicability across diverse social and cultural settings Dürnyei and Ushioda (2011) emphasize that effective pedagogical recommendations must take into account the local socio-cultural context, the unique characteristics of each teacher-learner group, and specific classroom environments to ensure relevance in various teaching contexts.
In Vietnam, English has become a mandatory subject in secondary schools, as noted by Be and Crabbe (1999), and is now widely taught across the country Recognized as a crucial foreign language in the Vietnamese education system, English language education is predominantly concentrated in major cities However, many students exhibit reluctance to learn English due to a lack of motivation and insufficient language skills.
This study emphasizes the significance of teachers' use of motivational strategies in English as a Foreign Language (EFL) classrooms for three main reasons Firstly, it advocates for a more education-centered approach in motivational research, prioritizing the dynamics within English classrooms By employing a mixed-method research design, the study aims to gain a comprehensive understanding of the natural learning environment of teachers It highlights the crucial pedagogical role of motivation in the classroom context To achieve this, real-time data was collected through classroom observations and interviews with teachers, allowing for an analysis of the motivational strategies that educators deem important.
Focusing on teaching strategies is crucial due to the investigation's design, which employs a mixed method research approach (Creswell, 2013) This study addresses a significant methodological gap in L2/FL research by involving teachers as participants, allowing for a more effective exploration of motivational teaching strategies and their impact on the teaching and learning process The research highlights how these strategies motivate, engage, and encourage students to participate in English learning activities By analyzing teachers' practices in the classroom, this study provides valuable insights that can enhance researchers' understanding of learning, teaching strategies, and other aspects of L2/FL education.
This study aims to enhance research on teachers' teaching strategies by increasing awareness of effective motivational techniques tailored to the Vietnamese context The findings will provide valuable insights into how these strategies influence student motivation in English classrooms, ultimately improving teacher-student relationships and fostering greater motivation among students.
Motivation is a complex, dynamic interaction between teachers and students, where both parties act as partners in the educational process By equipping teachers with effective motivational strategies that resonate with students, educators can foster a more engaging classroom environment, ultimately leading to improved learning outcomes.
Significance and scope of the study
Teachers should focus on enhancing learner motivation by implementing effective motivational strategies in their English classroom instructions, as their practices are closely connected to students' motivation in second language (L2) and foreign language (FL) learning.
While there is considerable research on motivational strategies in ESL/EFL classrooms globally, there is a lack of studies focusing on their application in the Vietnamese context Dürnyei and Csizer (1998) explored motivational strategies within Hungarian education, but Dürnyei and Cheng (2007) noted that previous findings might not be universally applicable due to cultural differences in educational settings Such cultural variables can significantly influence the effectiveness of specific motivational strategies, making some highly effective while others may be less useful.
A study focusing on the Vietnamese educational context is crucial to identify effective motivational strategies for lower secondary English teachers, particularly in Thua Thien Hue The findings will reflect teachers' perceptions within authentic classroom environments and their implementation within Vietnam's socio-cultural and educational framework It is vital to explore how Vietnamese secondary English teachers utilize these strategies and how both teachers and students perceive their effectiveness in EFL classroom settings.
This study offers valuable insights for teachers, enabling them to implement effective motivational techniques in their classrooms while enhancing their understanding of student motivation It also sheds light on the current teaching styles of English educators in lower secondary schools in Thua Thien Hue province, suggesting strategic adjustments to improve classroom effectiveness within the Vietnamese educational context Ultimately, the findings contribute to the broader body of research on English as a Foreign Language (EFL) in Vietnam, particularly regarding teacher-driven motivational practices.
Structure of the study
This study consists of five chapters and two sections at the end (references and appendices)
Chapter One (Introduction) outlines the background and context of the investigation, detailing the study's purposes, significance, and scope It presents the research questions and explains the rationale behind the study's focus Additionally, this chapter includes the design of the thesis and provides a general overview It emphasizes previous research on the topic while highlighting the existing gap in motivation research.
Chapter Two (Literature Review) outlines the definitions and classifications of essential research terms, reviews prior empirical studies related to English language motivation and language learning, and links these studies to the current research It also identifies gaps in methodology and topics that warrant further exploration.
Chapter Three (Research Methodology) contains methodology used in the current study This chapter outlines the design of the investigation, participants, and research instruments as well as data analysis
Chapter Four (Findings and Discussion) illustrates and analyzes the data collected in order to provide the answer to the research questions
Chapter Five (Conclusion and Implications) summarizes the findings, points out some limitations of the study, provides suggestions for further research and practical implications for teachers.
Chapter summary
This chapter provides an overview of the study, highlighting the significance of learner motivation in the context of teaching and learning English in Thua Thien Hue The researcher aimed to address three key research questions to identify effective motivational strategies that enhance student participation in English classrooms.
LITERATURE REVIEW
Overview
Motivation plays a crucial role in the success of second and foreign language learning, making it a key focus for educators It is widely recognized as one of the most significant factors influencing language acquisition However, motivating students remains a complex challenge for teachers in today's educational landscape.
Teachers strive to find the best strategies and classroom activities that foster active student participation, enhance engagement, and boost motivation for success in learning English Research by Dürnyei (2001a) indicates that students with higher motivation can achieve greater language proficiency, even if their innate language aptitude is limited Conversely, highly intelligent students may struggle to retain language knowledge over time without adequate motivation.
In the process of acquiring a second or foreign language, motivation is significantly affected by various factors, including self-confidence, attitudes, aptitude, learning strategies, intelligence, language anxiety, and communication strategies Recent research in English language education has transitioned from merely defining motivation in psychological terms to emphasizing the implementation of effective motivational strategies within the classroom.
This chapter outlines the key concepts of motivation and motivational strategies, followed by a review of existing literature on motivation research and its application in the classroom It concludes by examining the role of teachers in implementing effective motivational strategies within English as a Foreign Language (EFL) classrooms.
Concepts of motivational strategies
Foreign language motivation refers to the eagerness and willingness to engage in language learning without external pressure According to Williams and Burden (1997), motivation is a cognitive and emotional state that prompts individuals to take action towards achieving specific goals Csizér and Magid (2014) describe motivation as an internal psychological force inherent within each person.
The effort, dedication, and self-regulation an individual invests in language learning significantly impact their success Dornyei (2005) emphasized this by contextualizing the concept within language acquisition, highlighting its crucial role in the learning process.
Motivation is the essential catalyst for initiating foreign language (FL) learning and plays a crucial role in maintaining the often lengthy and challenging journey of the learning process It begins with a need and drives behaviors that guide individuals toward achieving their goals.
Motivation is a complex and abstract concept that influences human behavior, affecting not only an individual's current drive but also the surrounding environment, including beliefs, attitudes, social support, self-efficacy, and language proficiency This complexity is particularly evident among foreign language (FL) learners, as motivation can vary significantly based on different situations and conditions For example, while some FL learners may feel less inclined to engage with the target language community, others may experience the opposite effect.
“neglected heart” of language teaching Foreign language motivation is considered as a significant and critical factor affecting FL learning and success (Csizộr and Magid, 2014; Dửrnyei & Ryan, 2015; Hadfield & Dửrnyei, 2013; Ushioda, 2013a)
A lack of motivation reflects diminished enthusiasm and ambition, while possessing motivation infuses life with energy and a willingness to achieve goals Research by Skinner & Belmont (1991) indicates that motivated individuals tend to be happier and maintain a positive outlook, envisioning successful outcomes in their endeavors.
Motivational strategies in the language classroom bridge the gap between foreign language motivation research and practical application According to Dürnyei (2001a), these strategies are techniques that encourage goal-oriented behavior Defined as instructional interventions, motivational strategies are consciously implemented by teachers to elicit, enhance, and sustain student motivation while shielding it from competing distractions (Dürnyei & Ushioda, 2011; Guilloteaux & Dürnyei, 2008) By effectively applying these strategies, teachers can significantly boost learners' motivation, making it essential to identify and implement appropriate motivational techniques to enhance student performance in English language learning.
Motivational teaching strategies are essential for language teachers as they enhance students' motivation to learn, sustain interest in the learning process, and engage in activities These strategies help learners overcome challenges and recognize their achievements, which are closely linked to their motivation levels According to Dürnyei (2014), effective motivational strategies enable second and foreign language learners to understand the relevance of their studies to future opportunities Ultimately, language teachers significantly influence students' motivation and the overall nature of their language learning experience.
William and Burden (1997) identified three key stages of motivation: the reasons for taking action, the decision to act, and the persistence required to reach a goal Their motivation model emphasizes that the initial two stages focus on initiating motivation, while the final stage is concerned with sustaining that motivation until the desired outcome is achieved.
Recent studies emphasize the classroom as a vital research space, adopting a classroom-oriented approach that highlights its significance (Csizér and Magid, 2014; Ushioda, 2013) Dürnyei (1994) categorizes motivation into three levels: language, learner, and learning situation Within this framework, he identifies teacher-specific motivational components, such as affiliated drive, authority type, and direct socialization of motivation, as essential elements of the learning situation level.
Dửrnyei (2001a) considers motivation as dynamic and he categorizes the motivational strategies into four groups
The initial themes revolve around establishing fundamental motivational conditions, emphasizing the significance of suitable teacher behavior, fostering a pleasant and supportive classroom environment, and cultivating a cohesive learner group with effective group norms For an effective motivational framework, it is essential that these three strategies operate in harmony to ensure the smooth functioning of the classroom.
The second group of strategies focuses on "generating initial motivation" in the classroom, highlighting teachers' efforts to inspire students This includes three key value dimensions: the intrinsic motivation derived from the actual process of learning the target language, the integrative aspect relating to the language and its speakers, and the instrumental benefits of acquiring the language Dürnyei (2001a) suggests that these motivational strategies can be effectively transmitted from teachers to students through methods such as role modeling, impactful learning experiences, and persuasive communication.
The third group consists of strategies which focus on „maintaining and protecting motivation‟ Strategies that fall under this category include
„breaking the monotony of learning‟, „making the tasks more interesting‟, and
„increasing the involvement of the students‟ Motivation should be “actively nurtured” in order to maintain its strength and overall success
The fourth group emphasizes "encouraging positive self-evaluation," focusing on strategies that enhance students' ability to reflect on their learning These strategies aim to teach students how to assess their achievements and derive greater satisfaction from their progress In conclusion, Dürnyei's (2001a) four motivational strategy phases illustrate the circular movement and strong connection of motivation, highlighting its dynamic nature in the EFL classroom.
Motivational strategies and teacher‟s role
Teachers play a crucial role in motivating learners in language classrooms by employing effective motivational teaching strategies Their engagement is essential for encouraging students to sustain their efforts throughout the language learning journey To fully understand the significance of motivation in second language (L2) and foreign language (FL) learning, further research is necessary Identifying and applying suitable motivational strategies in the English classroom is vital for enhancing student performance and maintaining their motivation.
Teachers play a crucial role in influencing student motivation to learn (Richards, 2003; Sawyer, 2007) According to Do¨rnyei (2001a), a motivated teacher is likely to foster motivation in their students (p.156) Lee (2008) identifies four strategies to enhance teacher motivation: improving student motivation, increasing teacher commitment, maintaining positive student relationships, and engaging in continuous professional development She emphasizes that enhancing student motivation is the most direct approach for teachers A study by Guilloteaux and Do¨rnyei (2008) in South Korea found that the use of motivational strategies by teachers is associated with higher levels of motivated learning behaviors and improved motivational states among students (p.55).
Do¨rnyei (2001a) emphasizes the critical importance of motivating students in the classroom, identifying it as “the most pressing question related to motivation” (p 37) To enhance motivation among foreign language learners, Oxford & Shearin (1994) propose various strategies that teachers can implement Understanding students' reasons for studying a target language is essential for educators to employ effective motivational techniques Teachers should foster a positive attitude towards language learning by creating an encouraging environment and assisting students in setting achievable language goals Additionally, integrating the target culture into lessons can demonstrate the real-world value of language acquisition However, no single motivational approach is universally effective, as classroom dynamics can influence the success of different strategies, highlighting the need for further research on the impact of various learning environments.
Motivational strategies have been studied by many researchers and in different contexts, such as Korea, Taiwan, Iran, Hungary and Turkey (e.g Alrabai, 2011; Cheng & Dửrnyei, 2007; Guilloteaux, 2013) Dửrnyei & Csizer
In 1998, a survey conducted with 200 teachers identified a list of 10 effective strategies to enhance student motivation in the classroom While this study highlighted key motivational techniques, it did not explore how teachers implemented these strategies in English as a Foreign Language (EFL) settings Additionally, Price and Gascoigne (2006) examined student perspectives on motivation but overlooked the views of their instructors.
Motivation is a socially mediated process, and neglecting the relationship between students and teachers can hinder the development of effective motivational strategies Therefore, it is crucial to understand teachers' perceptions using diverse instruments to gain a clearer understanding of foreign language motivation This insight will enable educators to identify and implement the most effective motivational strategies in their teaching and learning environments.
Dửrnyei (2013) emphasizes the importance of motivation in language teaching, highlighting it as a key aspect of teaching effectiveness Understanding the link between teacher behavior and student motivation is crucial for both researchers and educators By increasing their self-awareness regarding the impact of their pedagogical choices, teachers can implement changes that enhance motivation in the language classroom (Reeve, 2006).
Effective use of motivational teaching strategies by teachers can significantly enhance students' English competence However, without recognizing the most commonly used motivational strategies, English teachers may struggle to engage and motivate their learners throughout the challenging journey of acquiring a foreign language.
Previous studies related to the topic
2.4.1 Historical overview of second language/ foreign language motivational research
Motivation is essential for learners' success in language acquisition, making motivational strategies a key focus in foreign language (FL) motivation studies Highly motivated students can achieve significant language proficiency, even with lower aptitude Numerous studies have explored motivational strategies (e.g., Dürnyei, 1994; Oxford and Shearin, 1994; Williams and Burden, 1997), and recent reviews have examined the evolution of language learning motivation since the 1990s (Csizőr and Magid, 2014; Dürnyei & Ryan, 2015; Ushioda, 2013) A shift in research has occurred, moving from theoretical discussions to practical strategies that enhance students' motivation in language learning, as earlier studies primarily focused on language communities rather than educational practices.
New theories of language motivation have emerged, influenced by psychological principles Gardner and Lambert (1959, 1972) identified two types of motivation: integrative and instrumental Their model of Second Language Acquisition (SLA) emphasizes that motivation is a crucial factor in classroom language learning They argued that integrativeness and positive attitudes towards the learning environment enhance language acquisition This perspective integrates both social and individual psychological factors to explain learners' attitudes and motivations for foreign language learning.
Since the 1990s, researchers Crookes & Schmidt (1991) and Dửrnyei (1994) have challenged Gardner's model of motivation, advocating for a multifaceted approach that considers the classroom context This shift has led to a focus on education-centered strategies, emphasizing the importance of aligning research with the insights of practicing teachers for practical classroom application Consequently, the role of teachers in motivating students and fostering a conducive learning environment has become increasingly prominent.
In the 2000s, researchers focused on L2/FL motivation highlighted the importance of self and context in understanding motivation (Dürnyei, 2005) Their studies show that the educational environment plays a crucial role, alongside social factors, in influencing learners' motivation.
2.4.2 Previous research on second language/ foreign language motivation and its role in the language classroom
Identification of appropriate motivational strategies and their application in the English classroom is necessary to motivate the learners and enhance their performance
Dửrnyei and Csizộr (1998) conducted a study known as the "Ten Commandments," which identifies key motivational strategies deemed essential by teachers In this research, 200 Hungarian English teachers from various language institutions evaluated the importance and frequency of 51 selected teaching strategies The findings culminated in a list of ten overarching motivational strategies that are crucial for effective teaching.
“1 Set a personal example with your own behaviour
2 Create a pleasant, relaxed atmosphere in the classroom
4 Develop a good relationship with the learners
5 Increase the learners‟ linguistic self-confidence
6 Make the language classes interesting
9 Increase the learners‟ goal-orientedness
10 Familiarize learners with the target language culture.”
The strategies identified from Hungarian teachers highlight important and commonly used approaches; however, they are not universally applicable due to the dynamic nature of each classroom and the diverse learning contexts shaped by both teachers' and learners' personalities It is essential to assess the validity and relevance of these strategies within the Vietnamese educational context, as Cheng and Dürnyei (2007) suggest that while some strategies may be transferable across cultures, others are specific or dependent on cultural factors.
“ intuitive appeal without empirical evidence is not enough to justify strong claims in favor of the use of such strategies.” (p.155)
Cheng and Dửrnyei (2007) questioned the universal applicability of the "Ten Commandments" in diverse cultural and institutional contexts, suggesting that these principles may not yield positive outcomes in all L2/FL classrooms In their follow-up study in the Taiwanese EFL context, they adapted a large-scale survey previously conducted in Hungary Aiming to compare data from 1998, they surveyed 387 Taiwanese English teachers to evaluate a list of strategies, revealing similarities to findings from Dửrnyei and Csizộr.
The study conducted in 1998 highlighted both similarities and differences between the findings in Taiwan and Hungary, indicating that certain strategies are influenced by cultural sensitivity and context The results demonstrated that while some strategies proved effective, their success may vary significantly between different countries.
Bernaus and Gardner (2008) investigated language teaching strategies from both teacher and student perspectives, focusing on their impact on student motivation and English achievement The study revealed that teachers' strategies do not always directly influence students' achievement levels It highlighted the importance of the connection between pedagogical practices and students' perceptions of teaching strategies.
Teh, Embi, Yusoff, and Mahamod (2009) investigated the impact of motivation on tertiary students in Malaysia, revealing that those with higher motivation levels demonstrated superior use of effective learning strategies compared to their less motivated peers The study emphasized that teachers can enhance student participation and facilitate learning by adopting and improving motivational strategies.
Deniz (2010) explored the significance of specific motivational strategies employed by student teachers and the extent to which their instructors utilized these strategies in their courses The study involved 179 participants, comprising 42 males and 137 females Findings indicated that motivation in second language (L2) learning is closely linked to the effort invested by both learners and teachers in the classroom A teacher who serves as a positive role model and demonstrates enthusiasm and interest in teaching plays a crucial role in fostering student motivation and engagement.
Other studies have attempted to explore teachers‟ and students‟ perceptions of motivational strategies in different contexts (Alshehri, 2012;
Research by Astuti (2013), Ruesch et al (2012), and Wong (2013) indicates that motivational strategies in language classrooms are influenced by cultural factors, suggesting that there is no single strategy applicable across all cultures This challenges Dürnyei's earlier assertions that certain motivational strategies could effectively transcend cultural boundaries and be utilized in diverse educational settings.
In a follow-up study to Dửrnyei and Csizộr (1998), Guilloteaux (2013) evaluated the effectiveness of motivational strategies among 268 South Korean secondary school EFL teachers, utilizing methods similar to those of Cheng and Dửrnyei (2007) in Taiwan The study found that these teachers placed little importance on strategies aimed at fostering a positive classroom climate and adaptive group dynamics The results indicate that while some motivational strategies may be effective across different cultural contexts, many were underused by Korean teachers, highlighting that motivating students may not be a primary focus in their teaching approach.
In a recent large scale, cross-sectional study in China, You and Dửrnyei
In 2014, a survey of over 10,000 Chinese English language students was conducted to explore their motivational dispositions The study aimed to collect extensive empirical data to uncover the language motivation patterns of Chinese students based on geographical regions and teaching contexts The findings highlighted key aspects of language learning in China and established a foundation for future research examining variations and evolution over time, socially, and geographically.
Reeve et al (2014) advocate for teachers to act as facilitators rather than authoritarian figures in the classroom, highlighting the significance of using non-controlling communication to enhance student motivation and task coordination Their research identifies four key teacher characteristics—attunement, relatedness, supportiveness, and gentle discipline—that positively influence students' academic performance These interconnected traits play a crucial role in shaping the emotional climate of the learning environment.
Chapter summary
This chapter reviews prior research on language motivation in L2/FL studies and highlights how this thesis fills specific research gaps through its design and methodology It starts with an overview of the field, discusses earlier empirical studies, and concludes with a focus on current research efforts.
RESEARCH METHODOLOGY
Methodological framework of the study
This study investigates effective motivational strategies for non-native English teachers in Vietnam, emphasizing the critical role of motivation in language learning success The implementation of these strategies significantly influences students' attitudes towards English classes To comprehensively address this topic, a mixed methods research (MMR) approach is employed, as it integrates both quantitative and qualitative data This methodology allows for a nuanced understanding of the complexities involved, leveraging the strengths and weaknesses of both research types to enhance data interpretation.
This study employs a mixed-methods approach, utilizing a teacher questionnaire for quantitative data collection and conducting interviews and classroom observations for qualitative insights By integrating multiple data sources and participant perspectives, the research aims to delve deeply into foreign language motivation and teaching strategies Initially, quantitative data is gathered, followed by qualitative data, to comprehensively address the research questions.
Ethical consideration
In conducting the survey, it was essential to obtain consent from participants due to ethical considerations Teachers involved in the study were given the option to decline participation in the interviews, and all identifying information was modified to ensure privacy Throughout the data collection process, recordings of the teachers were carefully managed, with access restricted solely to the researcher and supervisor.
Research setting
The study was conducted in Thua Thien Hue, a province in Central Vietnam, focusing on the effective implementation of motivational strategies among randomly selected participants from the mountainous provinces of Nam Dong and A Luoi These regions face significant educational challenges, including inadequate communication systems and poor school infrastructure, resulting in a lack of classrooms and functional spaces for English language learning Students in lower secondary schools receive only three English periods per week, with Vietnamese being predominantly used in the classroom, limiting their opportunities for effective language practice and acquisition Consequently, both teachers and students struggle to achieve proficiency in English, highlighting the need for research in this setting to gather diverse data and generalize the study's findings.
Research participants
This study involved fifty English teachers from twenty-two lower secondary schools in Nam Dong and A Luoi Provinces All participants completed the administered questionnaires, resulting in a 100% return rate The group comprised thirteen male and thirty-seven female teachers Additionally, ten teachers volunteered for comprehensive involvement, including questionnaires, interviews, and 45-minute classroom observations, with three males and seven females among them The matched variables of age, gender, and experience among the participants enriched the diversity of opinions discussed during the interviews.
35 years old and had from less than 3 to more than 10 years of experience Table 3.1 and Table 3.2 provide details of the teachers‟ backgrounds who volunteered in the survey
Table 3.1 The demographic data of the participants
Years of experience Frequency Percentage (%)
Table 3.2 Background information of interview participants
Participants Gender Age Total years teaching experience
Research instruments
In this study, data collection involved three research instruments: a survey questionnaire designed to assess teachers' perceptions of motivational strategies, and focused semi-structured open-ended interviews with ten teachers who responded to the questionnaire to obtain qualitative insights The rationale for utilizing focused semi-structured interviews is to capture the respondents' perspectives rather than to draw broad generalizations.
(3) classroom observations were used to provide more detailed and precise evidence as well as a coherent, well-substantiated knowledge base that has helped us understand effective teaching
Instrument used to gather data is teachers‟ questionnaire It was prepared in Vietnamese on motivational strategies for better understanding However, it
Encouraging positive self-evaluation is essential in educational settings According to Oppenheim (1992), the questionnaire technique is favored due to its efficiency, requiring minimal time for implementation This method allows participants to provide feedback without engaging in lengthy writing, making it easy to process the results Teachers utilized a questionnaire to assess activities outside of class time.
To design the questionnaire, previous research related to the study's field was reviewed to establish a conceptual framework This process helped identify the objectives for the questionnaire Subsequently, categories were created, leading to the formulation of specific questions The Likert-scale strategies used in questions 4B and 5B were adapted from Dửrnyei and Csizộr's (1998) "Ten Commandments" research, aiming to collect data on the significance of these motivational strategies in a new cultural context—Vietnam Fifty English teachers participated, rating the statements on a scale from 1 (strongly disagree) to 5 (strongly agree), encompassing the four components of Dửrnyei's Motivational Teaching Model Figure 3.1 illustrates the motivational strategy framework proposed by Dửrnyei.
Figure 3.1 Motivational teaching model (Dửrnyei, 2001a)
The researcher submitted a set of questions to their supervisor and consulted with teacher participants for feedback After incorporating the necessary revisions, a final version of the questionnaire was completed The questionnaire, detailed in Appendix A, comprised two sections: profile questions and a rating section The first part aimed to gather background information from participants, including four items related to their name (optional), gender, age, and total years of teaching experience.
The second part of the study focuses on gathering teachers' beliefs and attitudes regarding the implementation of motivational strategies in their classrooms It also involves evaluating the effectiveness of these strategies through twelve Likert-scale questions.
The questionnaires in Vietnamese were delivered to 50 participants in 2 weeks Most of the participants took 30 minutes to complete the questionnaire Fifty questionnaires were returned, making up the rate of 100%
Classroom observations, alongside questionnaires, were integral to this study, as they allow researchers to silently witness participants in their natural environment, going beyond what interviews can provide (Esterberg, 2002) This method offers valuable insights into teacher strategies without disrupting the class Despite potential limitations, such as altered participant behavior due to the researchers' presence or teachers employing atypical strategies, classroom observation remains a crucial tool for gaining an in-depth understanding of the effectiveness of teaching strategies in EFL classrooms.
There were 10 classroom observations Each observation lasted approximately 45 minutes For each classroom observation, an observation sheet was prepared by researcher at an earlier time (see Appendix C)
This study utilized interviews to gain a comprehensive understanding of each teacher's personal opinions According to Mackey (2005), interviews foster an interactive environment that allows researchers to clarify vague, incomplete, or off-topic responses As a powerful research tool, interviews generate detailed participant responses, enabling researchers to delve deeper into the information gathered.
The interviews served two main purposes: they allowed ten participants to articulate their views on motivational strategies in their own words and facilitated an understanding of their perceptions regarding these strategies, helping to address the research questions.
The study explored the application of motivational strategies through eight targeted questions (refer to Appendix B) These interview questions were designed to assess teachers' beliefs and attitudes regarding their use of motivational strategies in the classroom, as well as their ability to implement these strategies effectively while considering the factors influencing their choices.
The interviewees understood that the purpose of the interviews was to gather data for a Master's thesis focused on the theory and methodology of English language teaching Conducted in both Vietnamese and English, the interviews were based on the participants' preferences The researcher obtained consent from all participants to record the sessions, which lasted between 20 to 25 minutes each.
Data collection procedure
The researcher distributed a questionnaire to fifty English teachers from Lower Secondary schools in Nam Dong and A Luoi Provinces, following a preparatory meeting to explain the purpose of the survey and emphasize its importance All fifty questionnaires were successfully returned and analyzed Additionally, the researcher conducted classroom observations with consenting teachers, taking notes during 45-minute sessions Ten volunteer teachers participated in interviews regarding motivational strategies, which were recorded, transcribed, and translated by the researcher.
The researcher employed mixed methods research to analyze the data, utilizing descriptive analysis for quantitative data and thematic content analysis for qualitative data derived from interviews and questionnaires The findings were summarized in a report, which included the final dissemination of the data Table 3.3 details the key stages and methods of the study's data collection procedure.
Table 3.3 Stages and methods of data collection
Stages of Data Collection Methods of Data Colletion
Stage 1 Distributed teacher questionnaire (NP)
Stage 2 Analyzed data from teacher questionnaire
Stage 3 Selected a group of English teacher
(N) for classroom observations an interviews
Stage 4 Consisted of the classroom observations and detailed field notes which were taken during each classroom observation (45 minutes each class)
Stage 5 Administered teacher interview with the participating teacher (N)
Stage 6 Data analysis, content analysis, descriptive and inferential statistics
Stage 7 Dissemination of results: a summary report of major findings
Data analysis techniques
The Likert-scale teacher questionnaire data were quantitatively analyzed using Microsoft Excel Initially, descriptive statistics were employed to examine the data structure, followed by inferential statistics to rank the motivational strategies The responses were assessed based on statistical frequency and percentage.
All the results were presented in tables and charts, and then discussed to find out the answers for three research questions
All interviews were accurately transcribed and verified The content analysis examined both the qualitative data's content and context, categorizing the teacher interview data into emerging themes and patterns.
The field notes were thematically categorized to facilitate comparisons of various motivational strategies employed by teachers Primarily, an emerging theme process was utilized for the analysis of these notes.
The teacher interviews were transcribed and coded into three themes: view of teachers about the use of motivational strategies, teachers‟ self- reported use of strategies and teachers‟ suggestions.
Chapter summary
This chapter outlines the participants' characteristics, the materials utilized, and the procedures for data collection and analysis The subsequent chapter will reveal the results related to the research questions Detailed discussions of the findings from various research instruments and their analyses will be provided in Chapter 4.
FINDINGS AND DISCUSSION
Introduction
Chapter 4 presents the findings and discussions of the research This chapter aims to consolidate the study by discussing its result in relation to associated theories, perspectives and previous studies The data collected from the questionnaires, interviews and classroom observations were discussed in detail based on the three following research questions of the study
1 What are teachers‟ perceptions of using motivational strategies in EFL classroom?
2 How are typical motivational strategies used in EFL classrooms?
3 What are the factors that influence the teachers‟ selection of motivational strategies?
The researcher employed percentage analysis to evaluate the collected data, presenting the findings through tables and charts The analysis addressed three key questions, organized into three main categories: the first category examined teachers' attitudes towards strategies that encourage student participation in lower secondary schools in Thua Thien Hue; the second focused on the motivational strategies used by EFL teachers; and the final category highlighted the factors influencing strategy selection, as well as the challenges and solutions faced by EFL teachers in implementing these motivational strategies.
Teachers‟ perceptions of using motivational strategies in EFL classroom
Research indicates that EFL teachers have varied perspectives on the strategies used to motivate students in the learning process Many scholars, including Cheng & Dürnyei (2007), Csizér and Magid (2014), Dürnyei & Ryan (2015), and Ushioda, endorse the use of effective techniques to encourage student participation in classroom activities.
In Thua Thien Hue Province, lower secondary school teachers have long utilized motivational strategies in their English teaching However, there are notable differences in teachers' attitudes and perceptions regarding the selection and implementation of these strategies in their EFL classrooms.
4.2.1 Necessity of encouraging students to participate in teaching and learning process
A recent survey revealed that the majority of English teachers recognize the importance of motivating students in EFL classrooms, with all respondents affirming the necessity of active student participation in the learning process Specifically, 56% of teachers indicated that encouraging student involvement in classroom activities is essential, while 34% emphasized that it is very necessary However, 10% of the teachers remained uncertain about the importance of this issue.
Figure 4.1 Necessity of encouraging students to participate in teaching and learning process
Most teachers at lower secondary schools in Thua Thien Hue recognize the importance of motivating students in English language education This awareness stems from the understanding that student motivation is crucial for success in learning a foreign language As highlighted by Dürnyei (2001) and Sugita & Takeuchi (2010), fostering motivation is a long-term process Motivated students tend to exhibit greater enthusiasm, persistence, and confidence in their learning endeavors.
Learners who are highly motivated to master a language are more likely to achieve their goals and attain a high level of competence, as supported by Al-Hazemi (2000).
4.2.2 Importance of using strategies to motivate students in EFL classroom
Figure 4.2 illustrates the importance of using strategies to motivate students in EFL classroom through the perceptions of EFL teachers The responses are grouped into four categories namely “very important”,
“important”, “not really important” and “not important at all”
Figure 4.2 Importance of using strategies to motivate students in EFL classroom
The majority of lower secondary school teachers, accounting for 96%, recognize the significance of motivational strategies in teaching English as a foreign language, deeming them as "very important" or "important." This highlights the teachers' awareness of the crucial role these strategies play in enhancing student motivation.
While most lower secondary school teachers recognize the significance of motivational strategies to engage students, a small minority holds a contrasting view Specifically, 4% of the teachers surveyed, equivalent to 2 individuals, indicated that they believe these strategies are "not really important."
“not important at all” in this question
In addition, the result from teacher interview contributed to confirm teachers‟ perceptions toward the significance of motivational strategies When being asked whether motivational strategy was really important for lower
Very important Important Not really important
A survey of secondary school teachers revealed that 90% believe motivational strategies are important, while only 10% consider them less significant compared to other teaching methods.
Figure 4.3 The EFL teachers’ attitude toward the importance of motivational strategies
The majority of lower secondary school teachers in Thua Thien Hue exhibit a positive attitude toward motivational strategies, demonstrating a keen interest in methods that enhance students' learning processes This aligns with the findings of Guiloteaux and Dürnyei (2008), which emphasize the significance of language teachers' motivational practices in fostering higher levels of learner motivation and engagement.
The motivational strategies teachers use in EFL classroom
This study utilized data collected from questionnaires, interviews, and classroom observations, which were coded for statistical analysis to explore the research question: How are typical motivational strategies used in EFL classrooms? EFL teachers' strategies to motivate students were systematically analyzed by grouping and calculating their percentages Additionally, the insights from interviews and observations supported the findings related to the second research question.
4.3.1 Teachers’ self-reported use of strategies
Effective teaching strategies are essential, as motivation significantly influences learners' success or failure According to Dürnyei (2014), employing motivational teaching strategies can enhance second and foreign language learners' understanding of the subject's relevance.
To effectively engage students in their learning process, teachers must implement strategies that encourage active participation and stimulate interest This shift from passiveness to active learning is crucial for students to understand the relevance of their education to their future.
The reality of motivational strategies teachers use in their EFL classroom at some lower secondary schools demonstrated in the following figure
Types of strategies Number of EFL teachers (NP)
1 Set a personal example with your own behaviour
2 Create a pleasant, relaxed atmosphere in the classroom
4 Develop a good relationship with the learners
5 Increase the learners‟ linguistic self- confidence
6 Make the language classes interesting
9 Increase the learners‟ goal- orientedness
10 Familiarize learners with the target language culture
Table 4.1 The motivational strategies teachers use in their EFL classroom
The strategies most frequently employed by lower secondary school teachers to enhance student motivation include making language classes interesting (98%) and creating a pleasant, relaxed classroom atmosphere (96%) Teachers prioritize aspects such as "pleasant," "relaxed," and "interesting" to boost student participation Additionally, 84% of teachers focus on developing good relationships with learners, while 80% aim to increase learners' linguistic self-confidence, which is more about perception than actual ability Familiarizing learners with the target language culture is a strategy used by 62% of teachers, who believe in making the language "real" through cultural context and authentic materials Furthermore, 44% of teachers often use goal-oriented strategies, while 38% personalize the learning process Promoting learner autonomy is adopted by 34% of participants, emphasizing responsibility for one's own learning Lastly, 30% of teachers advocate setting a personal example, and only 20% use the strategy of presenting tasks properly.
During the interview, teachers noted that a lack of motivation among some students hindered their ability to implement diverse classroom activities Consequently, they opted for techniques that saved time and energy, encouraged active student participation, and aimed to enhance overall student achievement However, the strategies employed by the teachers varied significantly.
Types of strategies Number of EFL teachers (N)
1 Set a personal example with your own behaviour
2 Create a pleasant, relaxed atmosphere in the classroom
4 Develop a good relationship with the learners
5 Increase the learners‟ linguistic self- confidence
6 Make the language classes interesting
9 Increase the learners‟ goal- orientedness
10 Familiarize learners with the target language culture
Table 4.2 The use of EFL teachers’ motivational strategies
The strategies of "creating a pleasant, relaxed atmosphere in the classroom" and "making language classes interesting" were widely adopted by lower secondary teachers, with 100% of interview participants acknowledging their effectiveness These educators emphasized that a positive classroom environment and student engagement are crucial for successful English teaching.
To engage students who are disinterested in English, I focused on fostering a friendly and pleasant classroom atmosphere to alleviate their anxiety I initiated conversations with them, assigned easy and engaging tasks, and selected activities tailored to their interests and needs.
A significant 90% of teachers implemented the strategy of "Increasing learners' linguistic self-confidence" to encourage student participation in the learning process These educators noted that boosting students' confidence allowed them to express their ideas freely and engage in various tasks without the fear of making mistakes Consequently, this approach was deemed the most effective method by the majority of EFL teachers at several lower secondary schools Additionally, 70% of teachers reported utilizing this strategy regularly.
Building a positive relationship with students is essential in modern, student-centered education, as highlighted by Rogers (1983) A lower secondary school teacher emphasized the importance of motivational strategies during her interview, showcasing how effective rapport can enhance the learning experience.
Student demotivation can stem from various factors, making it crucial to ignite their interest in learning English To foster a positive learning environment, I prioritize building strong relationships with my students through friendship and open communication This approach allows me to identify the underlying causes of their demotivation and implement tailored strategies to help them overcome these challenges.
Sixty percent of teachers selected the strategies of "Increase the learners' goal-orientedness" and "Familiarize learners with the target language culture," emphasizing the critical role of goal-setting in enhancing student motivation and effort Echoing Gardner's (1995) assertion that success in language learning hinges on learners' emotional disposition towards the target culture, teachers noted that students interested in the culture exhibited greater motivation Additionally, fifty percent of teachers adopted the "Personalize the learning process" strategy, which involves conducting a needs analysis to tailor the syllabus to students' requirements Furthermore, thirty percent of participants promoted "learner autonomy," encouraging students to recognize that their academic outcomes depend on their own efforts Lastly, only ten percent of teachers employed the strategies of "Set a personal example with your own behavior" and "Present the tasks properly," acknowledging the significant impact of role models on student motivation.
4.3.2 The teachers’ frequency of using motivational strategies
Figure 4.3 illustrates the frequency of motivational strategies used by EFL teachers in 50 lower secondary schools in Thua Thien Hue, revealing that 26% of teachers "always and often" implement these strategies in their classrooms.
„Set a personal example with your own behaviour‟ strategy to stimulate students‟ participation, but more than a half of them used this strategy with low frequency (74%)
Figure 4.4 Teachers’ frequency of using motivational strategies
Strategy 1: Set a personal example with your own behaviour
Strategy 2: Create a pleasant, relaxed atmosphere in the classroom
Strategy 3: Present the tasks properly
Strategy 4: Develop a good relationship with the learners
Strategy 5: Increase the learners‟ linguistic self-confidence
Strategy 6: Make the language classes interesting
Strategy 8: Personalize the learning process
Strategy 9: Increase the learners‟ goal-orientedness
Strategy 10: Familiarize learners with the target language culture.”
The study revealed that all participants (100%) consistently utilized the strategy of creating a pleasant and relaxed classroom atmosphere to engage students In contrast, the strategy of presenting tasks properly was less frequently employed, with only 4% of teachers using it always, while 36% did so often, and 60% sometimes The strategy of developing a good relationship with learners was highly favored, with 90% of teachers using it frequently, particularly 64% who reported using it often Only 10% of respondents indicated they sometimes employed this strategy Additionally, 78% of teachers always or often increased learners' linguistic self-confidence, although 22% used this strategy less frequently, including 4% who rarely applied it Lastly, the strategy to make language classes interesting was reported to be used frequently by 84% of teachers, while 16% applied it sometimes.
„Promote learner autonomy‟ strategy, only a limited number of teachers
In the study, 10% of participants reported always using the strategy of personalizing the learning process, while 36% often implemented it However, a significant 54% applied this strategy with low frequency, with only 38% of teachers consistently using it to enhance student motivation In contrast, just 34% of participants indicated they always or often used the strategy to increase learners' goal-orientedness, with 66% using it sometimes or rarely, and only 8% applying it rarely On the other hand, the strategy of familiarizing learners with the target language culture proved effective, as 60% of teachers used it frequently, 30% sometimes, and only 10% rarely.
The results from Figure 4.4 indicate that the most commonly employed strategies by teachers include creating a pleasant, relaxed atmosphere in the classroom, making language classes interesting, and developing good relationships with learners These findings suggest that teachers prioritize motivating students by considering environmental factors, individual preferences, and interaction One teacher's insightful explanation highlighted the significance of these strategies in fostering an engaging learning environment.
Factors affecting teachers‟ choice of motivational strategies in EFL classroom 40
4.4.1 Teachers’ awareness of the factors affecting their choice of motivational strategies
Figure 4.6 Teachers’ awareness of the factors affecting the choice of motivational strategies
As illustrated in Figure 4.6, 34% of the teachers responded that they strongly agree that there were some factors affecting their choice of strategies
Up to 50% of the teachers agreed that they needed to consider some aspects before choosing a technique to encourage students‟ participations In addition,
Sixteen percent of teachers expressed a neutral opinion regarding the factors influencing their choice of teaching strategies This finding suggests that these educators recognize the importance of considering various elements before implementing methods aimed at motivating students.
4.4.2 Factors affecting teachers’ selection of motivational strategies
Motivation plays a crucial role in language learning success, as highlighted by Brown (2000) Effective teaching techniques aimed at enhancing student motivation can lead to significant achievements in language acquisition Recognizing the importance of motivational strategies, teachers reported that they take various factors into account when selecting their techniques To identify these influencing factors, data were collected through questionnaires, as illustrated in Table 4.6 below.
Factors to choose motivational strategies
Number of EFL teachers (NP)
Table 4.6 Factors influencing teachers’ selection of motivational strategies
The table reveals that teachers are actively seeking to identify factors related to students and their learning environment to enhance motivation in English learning When selecting strategies to encourage student participation, all teachers (100%) considered students' age and level, with a significant 92% also taking into account students' preferences Additionally, 46% of teachers acknowledged the impact of class size on their chosen techniques, while only 34% of teachers (17 out of 50) cited material conditions as a factor influencing their method selection.
All teacher participants supported the use of motivational strategies, recognizing their essential role in English teaching and learning To effectively implement these strategies, it is crucial to select those that align with students' needs and interests As education increasingly focuses on learner-centered approaches, choosing techniques that actively engage students in classroom activities is vital By tailoring strategies to students' levels and interests, educators can enhance motivation and foster active participation in the learning process.
In the interview, a teacher (A6) said:
Understanding students' abilities and age characteristics allows teachers to select effective motivational techniques By using activities that align with students' language competence, teachers can effectively transfer knowledge and meet students' needs, fostering a sense of pride and confidence Conversely, lessons that are too easy or too difficult can lead to boredom and a lack of motivation in the classroom.
Another teacher (A5) talked about factor related to understand students‟ preference that:
Choosing effective teaching strategies should align with students' priorities By understanding their learning styles, interests, and needs, teachers can identify the best methods to engage students and emphasize the significance of learning English in their lives When teachers recognize and cater to students' individual needs, students are motivated to put forth their best effort to achieve their goals.
All interviewees emphasized the importance of teachers considering students' characteristics and preferences when selecting strategies to engage them in classroom activities Therefore, motivating students should be tailored to their individual needs, with the ultimate goal of fostering active participation in the learning process, as highlighted by Nunan (1999).
In seven out of ten classrooms observed, teachers effectively used games at the beginning of lessons to engage lower secondary school students, recognizing their love for games, jokes, and physical activities Six teachers adapted task difficulty to align with students' abilities, incorporating easy tasks and transforming them into games like Lucky Numbers, Noughts and Crosses, and Guessing games For more advanced tasks, they connected language knowledge with student interests, facilitating group or pair work for opinion exchange These strategies not only excited students but also fostered cooperation, independence, and confidence in the learning process.
4.4.3 The frequency of factors influencing teachers’ selection of motivational strategies
Teachers identified five key factors when selecting strategies to enhance student motivation: age, preference, level, class size, and material conditions Notably, no teacher claimed to disregard any of these factors A significant majority reported that students' age, preference, and level frequently influenced their decisions Specifically, 62% of teachers consistently considered students' age in their motivational strategies, while 41 out of 50 teachers often reflected on students' preferences Additionally, all teachers (100%) acknowledged that students' level significantly impacted their choice of motivational strategies.
Figure 4.7 The frequency of factors influencing teachers’ selection of motivational strategies
In a recent survey, 54% of teachers reported that class size significantly impacted their teaching practices, while only 6% indicated that it rarely affected them Additionally, material conditions influenced the choices of 26% of the educators, though 64% felt this factor had a low frequency of impact, with 20% rarely considering it.
The data indicates that all teachers acknowledged the impact of frequency on their selection and application of techniques aimed at fostering active student participation in lessons.
Every teacher is influenced by various factors, notably the students' level, age, and preferences This understanding highlights the importance of teachers selecting and implementing motivational strategies effectively.
Suggestions to help the selection and use of motivational strategies in teaching
4.5.1 Suggestions for selecting motivational strategies
In section 4.2, it was highlighted that teachers underscored the importance of selecting motivational strategies that align with their students' needs Additionally, section 4.3 revealed that all teachers were aware of the significance of this approach.
Students’ level Class size Material conditions
The presence of certain factors can significantly influence the effectiveness of teaching techniques To aid in selecting appropriate motivational strategies for the teaching and learning process, the researcher gathered valuable insights from interviewees based on their experiences.
Teachers believe that selecting motivational strategies should be based on students' proficiency levels, interests, and ability to concentrate.
When selecting a strategy to motivate students, it is crucial to consider their varying levels of proficiency Although students may be of the same age, their language competencies can differ significantly.
Teachers should consider their students' skill levels when choosing strategies, as engaging and challenging activities resonate well with them My students demonstrate high levels of effort and strive for excellent results; however, their motivation can wane if tasks are either too difficult or too simplistic.
Students' interest significantly influences teachers' choices of motivational strategies, highlighting the importance of student engagement in the learning process When students are actively supported to participate in classroom activities, their willingness to engage increases, leading to better learning outcomes Observations reveal that a pleasant and relaxed classroom atmosphere, tailored to students' interests, fosters excitement and enjoyment in lessons Therefore, selecting strategies that align with students' needs is crucial for the success of educational activities.
Teachers identified student concentration as a key factor influencing their choice of motivational techniques They believe that employing strategies that enhance the appeal of lessons can improve students' understanding and boost their engagement in English classrooms.
In addition to the previously mentioned factors, educators should consider elements like class size, lesson content, and available resources when choosing motivational strategies to achieve optimal results.
4.5.2 Suggestions for improving the use of motivational strategies
To enhance EFL teachers' effectiveness in employing motivational strategies, it is essential to address their challenges in teaching English and achieving optimal results The collected data is presented in the following table.
Suggestions for improving the use of motivational strategies
Number of EFL teachers (NP)
Determine the goals of each strategy clearly
Understand how to demonstrate the strategies effectively
Make sure that all the students participate while using the strategies
Table 4.7 Suggestions for improving the use of motivational strategies
According to the data, all EFL teachers emphasized the importance of effectively demonstrating motivational strategies to ensure student participation in classroom activities They highlighted the need for these strategies to be specifically tailored to enhance student engagement in learning Additionally, 86% of the teachers identified goal determination as a crucial factor in the effectiveness of each strategy, aiding in the development of courses that cater to their students' needs One teacher noted the significance of this approach in creating suitable learning environments.
Exploring various strategies to determine their suitability for students can be time-consuming It is crucial for teachers to understand how to effectively implement each strategy, as they play a key role in motivating students Professionalism is essential for educators to address challenges while applying diverse techniques in the classroom.
Finally, 18 out of 50 teachers chose the solution of maintaining the strategies used, making up to 36% of the responses One of the interviewee (A4) said that:
After experimenting with various strategies to motivate my students, I found that few were consistently effective Identifying the ideal approaches to encourage my unmotivated students proved challenging I implemented motivational techniques tailored to my students' needs and continued using those that yielded positive results, while discontinuing those that were ineffective.
The findings from teacher interviews aligned closely with questionnaire data, highlighting the necessity for more effective motivational strategies Teachers emphasized the significance of demonstrating these strategies and fostering student participation as crucial elements in the teaching and learning process.
Chapter summary
This article explores the motivational strategies employed by EFL teachers in lower secondary schools in Thua Thien Hue Province to enhance student participation in the teaching and learning process The study reveals a diverse range of strategies utilized by teachers, although the frequency of their application varies among educators Additionally, the article examines teachers' suggestions for promoting the effective use of these motivational strategies.