The role of teachers’ strategies in motivating formative learners of English as a foreign language: a study of English teaching in Libyan primary schools

The role of teachers’ strategies in motivating formative learners of English as a foreign language: a study of English teaching in Libyan primary schools

Teachers’ use of motivational strategies is considered to enhance beginner learners’ motivation. In Libyan primary schools, there is scant evidence of research on the impact that motivation has on the very early stages of learning English. This thesis investigated English Foreign Language (EFL) teachers’ beliefs about the importance of using motivational strategies with formative learners (aged 11-12) of English as a foreign language. It explored how teachers used those strategies in their teaching practice to engage learners in English. In addition, it examined the pedagogical challenges that teachers experience while teaching English and how they strive to overcome those challenges.

A mixed-method research approach employing quantitative (questionnaire) and qualitative (classroom observations and interviews) were used to collect data. The questionnaire was adapted from Cheng and Dörnyei (2007) to capture the teachers’ beliefs about the importance of using motivational strategies in the classroom. A purposive sample of 76 teachers participated in answering 48 statements using a six-point Likert scale rating the importance of using motivational strategies. Six teachers were observed using audio and video stimulated recall. Observation charts were utilised to document the teachers’ actual practice in the classroom to motivate and engage learners and to note challenges. Follow up interviews (stimulated recall and semi-structured) were conducted in which teachers reflected and commented on their teaching practice and discussed the challenges they experienced when teaching English. The quantitative data were analysed using the Statistical Package of Social Science (SPSS) software through using reliability and descriptive analysis. The qualitative data were analysed using thematic analysis.

The results indicate that EFL teachers in Libyan primary schools believe that using a range of motivational strategies is important to motivate formative learners to learn English. Another finding is that teachersconverted their beliefs about using certain strategies into practice, but other beliefs diverged from their practices. Teachers showed their understanding of the role of attracting students through motivation by utilizing various engagement activities in English to motivate their learners.. There
was however variation among those teachers with less than 10 years’ experience who were found to use more modern activities than other teachers .Teachers also faced some pedagogical challenges teaching English in primary schools and discussed strategies to overcome them.

This study is significant because it adds to the literature new insights about EFL teachers’ beliefs and practices of the motivational strategies in the Libyan environment in primary schools which have been utilized in different western and Asian contexts. The findings of this study have potential implications for the Government, the Ministry of Education, the Department of Curriculum and Instruction and school communities in relation to providing teachers with the assistance they need for language learning processes to be effective. Considering the significant role of teachers in learning and in enhancing children’s motivation, it is also significant in assisting teachers in building and designing the curriculum for early language learners.