HOW TO MOTIVATE STUDENTS TO LEARN ENGLISH: STRATEGIES THAT WORK
https://doi.org/10.5281/zenodo.15642994
Keywords:
English Language Learning, Student Motivation, ESL (English as a Second Language), Language Teaching Strategies, Learner Engagement, Educational Psychology, Goal Setting, Feedback in Education, Task-Based LearningAbstract
This article explores practical and research-based strategies for motivating students to learn English as a second or foreign language. It highlights six core techniques: setting clear and achievable goals, making learning relevant, using technology, fostering a supportive environment, encouraging autonomy, and providing regular feedback and recognition. Drawing on established theories in educational psychology and second language acquisition (particularly the works of Dörnyei, Ushioda, and Hattie), the article emphasizes the need for a learner-centered, context-sensitive approach to teaching. Each strategy is grounded in real classroom applications and is presented in a clear, actionable format, making the article suitable for teachers, curriculum designers, and language education researchers. The work contributes to the growing body of literature advocating for motivational teaching practices and provides a concise synthesis of both theory and pedagogy.
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References
Brown, H. D. (2000). Principles of language learning and teaching (4th ed.). Longman.
Dörnyei, Z. (2001). Teaching and researching motivation. Longman.
Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Little, D. (1991). Learner autonomy: Definitions, issues and problems. Authentik.
Warschauer, M., & Kern, R. (Eds.). (2000). Network-based language teaching: Concepts and practice. Cambridge University Press.
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