Implementing Interventions to Increase Motivation in the English Language Classroom: from Theory to Practice

Abstract

A growing body of empirical research shows a relationship between student motivation and learning outcomes in the teaching of English in ESL and EFL contexts. Despite a sound theoretical framework, however, there are few studies which implement strategies intended to increase motivation and report findings. Using qualitative research, this article attempts to link theory with practice and shed light into the factors which demotivate students and act as barriers to effective foreign language learning. Theoretical principles are applied in the classroom and the effectiveness of interventions to increase motivation is assessed. Thus, the article is pragmatic in focus and provides teachers with a tool for analyzing students’ motivation so that they implement effective motivation strategies in the English classroom. The strategies and interventions suggested can be adapted and used by teachers in various teaching situations after taking into consideration their own teaching context.