Motivational strategies of teachers teaching english: a qualitative study

Abstract

The purpose of this qualitative phenomenological study was to explore the experiences of English teachers in employing their motivational strategies in an English class. The validated interview guide was used to get responses from the informants, seven (7) for the in-depth interview and seven (7) for the focus group discussion. On how English teachers apply motivational strategies to teaching, there were four essential themes emerged namely; integrating activities during class discussions, giving reward in forms of non-verbal and verbal appreciation, encouraging students to perform in the class, and recognizing students‟ achievements in the class. On how do motivational strategies of teachers help students in learning English, there were four essential themes emerged namely; show eagerness to participate in the discussions, motivated to perform better in tasks and activities, boost students‟ confidence in English subject and manifest confidence in oral and written competency. Lastly, for the insights of English teachers, there were five essential themes emerged namely; encourage participation, enhance positive of behavior, promote value of teaching, suite to the flexibility of teachers and give sense of satisfaction. Finally, this study revealed significant ramifications, valuable insights, and critical linked topics that would demand additional research.