Speaker
Description
This study aims to explore (i) the range of motivational strategies used by teachers, (ii) students' preference, (iii) students’ motivation for learning English, as well as (iv) the relationship between students' motivation and the strategies employed by teachers. The study employed a quantitative research design and utilized clustered sampling to gather data from 353 secondary school students in selected private and public schools in Hanoi, Vietnam. Descriptive and correlational analysis of the collected data suggested that: (1) “Recognize students’ effort” was both the most used strategy by teachers and the most preferred strategy by students, (2) both intrinsic and extrinsic motivation levels of students for learning English were high, and (3) there was a strong link in the relationship between teacher’s use of motivational strategies and students’ motivation. The findings of this study contributed to the existing knowledge on motivation in language learning, specifically within the Vietnamese EFL context. The study also had practical implications for EFL teachers and curriculum developers, facilitating the implementation of instructional practices that enhance motivation and promote successful language learning outcomes.
Keywords: secondary school students, motivational strategies, motivation
