Abstract
This study was conducted to explore the role of teachers to sustain student motivation towards English language learning. The purpose of this study was to find the level of government teachers' knowledge and expertise to employ motivational strategies in their classrooms, particularly at the elementary level. This descriptive study has been constructed on a "post-positivist paradigm" which falls under quantitative research. A questionnaire was designed and 25 government schools were selected for data collection through random sampling. The sample of the study was comprised of 40 male and 60 female English teachers of elementary level. SPSS examined and summarized the data. Though they feel motivation is crucial for language development, most government elementary school teachers struggle to motivate students in English. Most teachers said their English language students don't participate because they don't use new incentive tactics. Finally, teachers were encouraged to use motivating tactics to promote and sustain student motivation.
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