MOTIVATION AND MOTIVATING TECHNIQUES IN THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE IN SECONDARY SCHOOL

ABSTRACT

This research investigates the critical role of motivation and the diverse strategies employed in teaching English as a Foreign Language (EFL) in secondary schools. Motivation a catalyst for active engagement in the learning process, is pivotal for both students and instructors, influencing academic success and professional skill development. The study is combining quantitative surveys and qualitative interviews with secondary school English teachers and students. Quantitative analysis of student responses indicates positive attitudes toward motivational strategies, with approximately 60% studying English with extrinsic motivation. The combined qualitative and quantitative approach enriches understanding of motivational dynamics and offers practical strategies for educators navigating the dynamic landscape of secondary school English language education. Interviews with teachers underscore the importance of a positive classroom atmosphere and continuous effort to sustain motivation. Results emphasize the teacher's pivotal role in cultivating motivation and fostering a supportive learning environment. Findings reveal a comprehensive range of motivating techniques utilized by teachers, encompassing the creation of positive learning environments, and setting clear objectives.

Keywords: extrinsic motivation, intrinsic motivation, motivation.

INTRODUCTION

1.1 Importance of the Research

Motivation holds a pivotal position in fostering enthusiasm for learning in academic contexts. It constitutes a crucial factor for students, motivating them to engage actively in the learning process. Furthermore, motivation contributes to the enhancement of both the academic standing and professional skills of both instructors and students. Through various motivational strategies, teachers can amplify students' interest, infusing them with additional energy for more effective learning. This may involve tactics like contextualizing information and facilitating opportunities for sharing. Internal and external factors play significant roles in stimulating individuals' desire and energy, ensuring a sustained commitment to their academic or professional pursuits and the achievement of goals. Enhancing classroom engagement is facilitated when the teacher possesses the skill to cultivate students' motivation in the teaching and learning process. According to Ramirez (2013, p. 22), "the teachers' ability to motivate is crucial as it fosters a stress-free environment and establishes a relationship of mutual trust and motivation." This assertion underscores the importance of a teacher, particularly a language teacher, being adept at creating a positive classroom atmosphere and fostering good relationships with students. Conversely, Kubanyiova (2014) asserts that the efficacy of learning engagement within the classroom is not solely reliant on students' cognitive abilities; rather, it is also shaped by intricate motivational and affective factors. This implies that the quality of the language teaching and learning process encompasses not only specific elements but also incorporates all aspects of teaching and learning, including the role of the teacher.

1.2 The purpose of the research

The research aims to delve into the significance of motivation and various techniques for motivating students in the context of teaching English as a Foreign Language at the secondary school level. In addition, this research is to examine the strategies employed by elementary-level English teachers to motivate students in the classroom. Consequently, this study offers insights that can be valuable to teachers, parents, students, future graduate students, and anyone interested or involved in understanding the challenges and practices related to motivation. Teachers stand to gain by identifying their shortcomings and subsequently making essential adjustments in their teaching approaches. Similarly, students can benefit from straightforward strategies and techniques introduced in the study to enhance their learning experience. Motivation is a vehicle in the teaching process and the absence of academic motivation may manifest as student apathy towards their studies. This research aims to explore various motivational strategies employed by secondary school teachers in their English classes. The primary purpose of this research is to identify how teachers apply motivational strategies in teaching EFL, whether it is based on the phases of motivational strategies, whether these phases are applied sequentially, and whether all of these phases are applied and to explore the students’ attitudes towards motivational strategies which are applied in EFL classroom.

1.3 Research Questions

• How do language instructors at the secondary level inspire and motivate their students?
• In what ways do educators employ motivational tactics in the instruction of language?
• What is the effectiveness of teachers in motivating students?

LITERATURE REVIEW

Research consistently highlights the crucial role of motivation in the success of students' language learning endeavors (Guilloteaux, 2013; Salı, 2015). Teaching English as a Foreign Language (EFL) in secondary schools requires a nuanced understanding of motivational factors that significantly influence the learning process. This literature review examines the existing knowledge about motivation and the various methods used by teachers to inspire and engage middle school students in EFL lessons. Motivation is widely recognized as a significant element in language acquisition, as indicated by various studies. The term is a cornerstone in the field of language education, playing a key role in determining student success and engagement. A prominently acknowledged method is task-based language teaching (TBLT), which prioritizes real-world language usage. This approach nurtures intrinsic motivation by linking language proficiency to tangible, everyday situations (Willis, 2012). Moreover, the significance of the teacher's role in inspiring students cannot be emphasized enough. Ramirez (2010) underscores the teacher's capacity to cultivate a relaxed environment and foster a relationship characterized by confidence and motivation. Positive connections between teachers and students play a crucial role in fostering a supportive learning environment. In addition to TBLT and teacher-student interactions, incorporating technology into language teaching has emerged as a motivational strategy. Interactive and multimedia tools not only cater to diverse learning styles but also add an element of excitement and engagement to the language learning process.

METHOD

Research Design:

The study adopts a mixed-methods research design, combining quantitative and qualitative approaches to provide a comprehensive understanding of motivation and motivating techniques in the teaching of English as a Foreign Language (EFL) at the secondary school level. Moreover, the researchers sought to investigate the perspectives of students regarding motivational strategies implemented in the EFL classroom. An interview was carried out with secondary school English teachers to examine whether they encouraged their students in the learning process and to understand the methods these teachers employed in applying motivational strategies to teach English as a foreign language. The survey was modified based on attitude theory and distributed to students across all secondary school grades, aiming to investigate their perspectives on the implementation of motivational strategies in the EFL classroom.

Participants:

The participants in this research include secondary school English language teachers and students. A purposive sampling method was employed to select schools with diverse socio-economic backgrounds to ensure a representative sample.

Quantitative Data Collection:

Surveys: A structured questionnaire was distributed to English language teachers and learners to assess their perspectives on the importance of motivation, their awareness of motivating techniques, and their current practices in the classroom. Students were surveyed to gauge their levels of motivation, preferred motivating techniques, and the perceived impact of motivation on their language learning experience. Statistical tools such as descriptive statistics and correlation analyses were employed to analyze survey data.

Qualitative Data Collection:

Interviews: In-depth interviews were conducted with a subset of teachers to gather detailed insights into their experiences, challenges, and successful strategies in motivating students. Thematic analysis was used to derive patterns and themes from interviews and provide a rich, qualitative understanding of the motivational dynamics.

DISCUSSION AND RESULTS

In examining the qualitative data collected from teachers, it was evident that various motivating techniques and strategies were employed in the teaching of English as a Foreign Language (EFL) at the secondary school level. Teachers highlighted the importance of creating basic motivational condition, generating initial motivation in the classroom, maintaining and protecting motivation and encouraging positive retrospective self-evaluation. Teachers expressed diverse perspectives on student engagement and its correlation with motivational strategies. Some teachers emphasized the role of personalized feedback in fostering motivation, while others emphasized the impact of collaborative and interactive classroom activities. Quantitative analysis of the survey responses from secondary school students indicated that a majority of students held positive attitudes towards the motivational strategies implemented in the EFL classroom. The findings showed that with the right support from the teacher, they could get the right motivation. Participants in this study were 8-9 grade students from various schools in Almaty. There were 40 pupils in all (23 men and 17 women). Their ages ranged from 13 to 14. As a result, they had disparate backgrounds. Some of them had learned English under difficult conditions. Students from villages had less knowledge and fluency in English than those from large cities and towns, which provided them with opportunities to enhance their English level. Nonetheless, all of them experienced motivational issues, but the severity of these varied substantially.

A questionnaire served as the primary instrument for data collection, encompassing both qualitative and quantitative aspects. Responses were crafted in alignment with the research questions, derived from potentially relevant elements identified in the study. To enhance clarity and focus, the questionnaire was structured into three distinct sections, each addressing a specific research subject. The initial segment featured Likert-scale questions, while the subsequent part incorporated open-ended questions to provide a more nuanced assessment of the data.

The division of the first section into three titles—Classroom Effect, Parental Factors, and Teacher Attitudes—facilitated organized exploration of distinct aspects. The Classroom Effect section delved into considerations such as classroom supplies and environmental factors. The Parental Factors section explored insights into learners' parents and their contributions to motivating their children. Meanwhile, statements in the Teacher Attitudes section centered around instructors' proficiency in employing instructional approaches and strategies. Each section comprised 4-5 statements, and participants were instructed to indicate their agreement on a scale from 1 (I don't agree) to 5 (I agree definitely). The structured statements expedited data identification efficiently. The final part of the questionnaire featured an open-ended question, seeking additional insights: "Is there anything else that demotivates you while learning a foreign language?" This open-ended approach aimed to capture nuanced responses beyond the predefined statements. The questionnaire served the dual purpose of uncovering challenges faced by students and gaining insights into their parents' backgrounds. In summary, the questionnaire played a crucial role in swiftly gathering information about the difficulties students encounter in language learning and provided valuable insights into potential areas for improvement in teachers' strategies within the learning process. As a result of the study of students, it was found that almost 60% of students study English with extrinsic motivation.

Picture 1. Responses to “How do students get motivation from the learning process?”

According to the qualitative study of teachers, it was found that teachers used different strategies during teaching. Conducting interviews with school teachers, it was found that the following are the main strategies for improving motivation:

• Create a Positive Learning Environment
• Set Clear Learning Objectives
• Cultivate a Growth Mindset
• Show Enthusiasm
• Set Realistic Challenges
• Gamify the Learning Experience
• Incorporate Varied Teaching Methods
• Provide Constructive Feedback

The classroom observation results revealed that teachers in secondary school implemented all four motivational strategies consistently. The teacher consistently aimed to inspire and engage students throughout the learning process. In the initial motivational strategies, the teacher focused on establishing a strong foundation for motivation. This involved building positive relationships with students by displaying enthusiasm and cheerfulness, as well as cultivating positive personal qualities. Greeting students, memorizing their names, and smiling during lessons were some of the ways the teacher fostered positive connections. Additionally, the teacher incorporated humor related to the subject matter to create a comfortable and joyful atmosphere, balancing seriousness with a relaxed approach. Moving on to the second motivational strategy initiating motivation the teacher worked on developing students' language sense and attitude. Encouraging learners to apply English language skills in real-life situations was a key aspect, with a simultaneous emphasis on ensuring students' comprehension. The teacher also made instructional materials relevant by connecting the subject matter to the everyday experiences and backgrounds of the students. In the third stage of motivational strategies sustaining and safeguarding motivation, the teacher continued to create a positive learning environment, motivating students to actively participate. This involved maintaining a stimulating atmosphere that encouraged students to stay engaged in the learning process. In the concluding stage of motivational strategies stimulating positive reflective self-assessment, the teacher endeavored to offer motivational feedback. This involved providing positive reinforcement and evaluating student work by addressing all responses and opinions, even if they were incorrect. The aim was to prevent students from feeling overwhelmed. Subsequently, the teacher engaged in discussions to clarify and elaborate on the correct answers.

Picture 2. According to the teacher's answers to the interview questions: “What are the most important motivational strategies for teachers?”

The interviews with EFL teachers shed light on a comprehensive range of motivational strategies employed in secondary school classrooms. The findings underscore the significance of creating a positive, student-focused learning environment and the continuous effort required to sustain motivation throughout the language learning journey. The insights gained from these interviews contribute to the understanding of effective teaching practices in EFL classrooms, providing a valuable resource for educators seeking to enhance their motivational approaches.

CONCLUSION

In the context of future investigations, this study presents noteworthy findings in assessing the motivational aspects of EFL learning. The research affirms the pivotal significance of English, particularly in secondary school students, as it serves as a primary instrument for achieving academic objectives and enhancing skill sets. This observation holds significance, particularly in the context of students envisioning themselves as future professionals. The responses obtained can serve as a foundational reference for subsequent research endeavors and the formulation of enhancement strategies or initiatives within the curriculum. These insights can contribute to refining the teaching-learning process in EFL within the present educational landscape. The combined qualitative and quantitative approach in this study not only enriches general understanding of motivational dynamics in EFL education. As educators seek to refine their instructional approaches, this study offers valuable insights into effective strategies for motivating students in the dynamic context of secondary school English language education. The study's findings indicated that students' attitudes toward the applied motivational strategies in the EFL classroom were influenced by how teachers implemented these strategies within the classroom setting.

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