An Investigation of Motivational Strategies Used by L2 Language Teachers to Promote English Language Learning: A Case of Iranian High School Students

saeid najafi sarem, Mohammad Khatib


This study aims to investigate the strategies used by Iranian EFL teachers to promote motivation among their high school students. To achieve this purpose, a questionnaire including cognitive, affective, and social strategies based on Chastain’s model (1988) was developed, piloted and validated. Two research questions were proposed: the first one to investigate whether our EFL teachers use motivational strategies in their classrooms and the second one to explore how the use of motivational strategies by teachers can motivate or demotivate Iranian high school students in approaching English as a foreign language. The questionnaire was administered to 50 different students selected randomly in different high schools in Asadabad, Hamedan. Taking the frequency of options and applying the chi-square statistics, the results revealed that teachers did not use motivational strategies to promote English language learning in their students. Then, using descriptive and qualitative analyses, it was discussed how the lack of motivational strategies by teachers in Iranian high schools can bear negative consequences on students’ learning achievements. The findings of the present study bear significant implications and applications for second language instructors specifically those who teach in Iranian high schools.


Motivational Strategies, Cognitive Strategies, Affective Strategies, Social Strategies, Iranian EFL Context

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