Abstract:
The aim of this study was to explore „motivational teaching strategies practiced by
EFL teachers in EFL classroom at Waka Preparatory school. An attempt has been
made to search out motivational teaching strategies that were practical by English
language teachers. The result of the study is believed to be helpful for English
teachers and students of the school. Participants of the study consisted of six
English teachers and 240 grade eleven students of this school. The study used mixed
research design to gather the data and questionnaire survey as the main tool of data
collection. There were two questionnaires: one for the teachers and a parallel one
for the students. The teachers and students questionnaire were piloted. After the
pilot study, the main study was conducted.
The questionnaire was followed-up by interview with teachers and students, focus
group discussion and classroom observation for the further investigation. The
questionnaire data were analyzed using percentage and the interview and
classroom observation data were also analyzed using percentage and qualitative
description.
The finding from all data sources indicates encouraging the students to self-evaluate
and find out mistakes by themselves, let the students‟ to suggest classroom ground
rules, monitor the students‟ progress and give them written comments, create the
students autonomy to share responsibility, Encourage the students to use English/the
target language both inside and outside the classroom and make tasks challenging
and feasible and presenting tasks in a motivating way were ignored in EFL
classroom at by the EFL teachers.
To implement motivational teaching strategies effectively it is better that applying
the five top motivational strategies like create a pleasant and supportive atmosphere
in the classroom, help diminish language anxiety by removing or reducing the
anxiety providing elements in the learning environment, build learners‟ confidence
by providing regular encouragement, use grades in a motivating manner, reducing
as much as possible their demotivating impact and promote the development of
group cohesiveness
