Exploration Of Motivational Teaching Strategies Practiced By Efl Teachers With Reference To Grade 11 Waka Preparatory School Students

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