Speaker
Description
This study examines the role of teachers in enhancing students’ learning motivation within language classrooms. Drawing upon Self-Determination Theory, which conceptualizes motivation in terms of autonomy, competence, and relatedness, the research explores the extent to which teachers’ instructional practices and interpersonal behaviors contribute to learners’ motivational development. The study was conducted with 60 B2-level English language learners enrolled in an English language program. Adopting a mixed-methods research design provides a comprehensive understanding of students’ perceptions. The findings indicate that teachers exert a substantial influence on students’ motivation to learn. The analysis identified several salient themes associated with motivational enhancement. Teachers’ body language, effective knowledge delivery, efficient classroom management, the use of vivid instruction made a great contribution to enhance students’ motivation to enjoy and participate in lessons. While teachers’ body language was found to foster a supportive and engaging learning environment; effective knowledge delivery facilitated learners’ comprehension and strengthened their perceived competence, thereby promoting greater classroom participation. Efficient classroom management also contributed to a positive learning climate in the class and the use of vivid, explicit, and comprehensible instructions enhanced students’ engagement with learning tasks and improved task performance. Furthermore, qualitative findings yielded deeper insights into students’ perceptions of teachers as facilitators, motivators, and role models whose pedagogical and interpersonal practices significantly shape learners’ attitudes toward language learning. The study underscores the multifaceted nature of teachers’ roles in motivating language learners and highlights the importance of pedagogical expertise and effective communication in fostering sustained learner engagement and motivation.
Keywords: teachers, motivation, body language, knowledge delivery, classroom management, instruction
Biography
Tran Thi Minh Phuong is an English lecturer at Hanoi Pedagogical University 2, Vietnam. She earned a bilingual English-Chinese degree from Thai Nguyen University. She is currently teaching in the division of language skills. Her research interests include promoting students’ speaking fluency, expanding students’ vocabulary, enhancing students’ motivation to learn language, and creating and developing vivid learning activities in the language classroom. She has also done a number of projects in developing students’ language skills.
| Affiliate type | University |
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