Assessing Practices, Challenges and Opportunities of Motivational Strategies Used in Vocabulary Teaching-Learning: The case of Grade 10 Students of three Government Schools at Gawo Kebe District, Kellem Wollega.

Abstract

The purpose of this research is to assess to what extent English language teachers practice the motivational teaching strategies at vocabulary classes. The study particularly, tried to find out teachers’ knowledge on the theoretical perspective of motivational teaching strategies, examine to what extent teachers practically use motivational teaching strategies in EFL classes and identify the major factors that might hamper the implementation of motivational teaching strategies during vocabulary teaching in EFL classes. To this end, the study employed descriptive survey method, which involves both quantitative and qualitative methods. Accordingly, Haroji Kobecha, Biftu Gawo and Bikiltu Chabal Secondary Schools were selected through comprehensive sampling. Then, 10 grade ten English teachers from the three schools were selected purposefully for the interview, for the questionnaire and for classroom observation. In addition, data were collected from 100 randomly chosen students through questionnaire. Thus, descriptive statistics using frequencies and percentages were employed in analyzing the quantitative data and the qualitative data were analyzed thematically. The results of the study reveal that the teachers were not capable enough on the knowledge and the theoretical orientations of motivational teaching strategies in EFL classes. In addition, it was found that the teachers lacked practical skills on the implementation of the motivational teaching strategies during vocabulary teaching in EFL classes according to their suitability. Furthermore, the study revealed that they rarely practiced these strategies during vocabulary instruction. In addition, the study stated that the students were not encouraged during vocabulary learning by different motivational strategies on behalf of their teachers. Generally, the practices of motivational teaching strategies were not given sufficient attention. Thus, the study indicated that the English teachers didn’t practice motivational teaching strategies for vocabulary teaching in EFL classes. Finally recommendations were drawn based on the above findings.