ENGLISH TEACHERS’  PERSPECTIVES AND TEACHERS’ TEACHING CLASSROOM STRATEGIES FOR ENHANCING STUDENT MOTIVATION IN ELEMENTARY EFL SETTINGS

Dedek Sulastri; Sukri Adani

doi:10.59003/nhj.v6i2.2273

Authors

Dedek Sulastri STKIP Muhammadiyah Aceh Barat Daya
Sukri Adani STKIP Muhammadiyah Aceh Barat Daya

DOI:

https://doi.org/10.59003/nhj.v6i2.2273

Keywords:

Classroom strategies; elementary EFL; English teachers' perspectives; Student motivatio.

Abstract

Student motivation plays an important role in English language learning, particularly in elementary EFL classrooms. This study explored English teachers' perspectives on student motivation, the classroom strategies they employed to enhance motivation, and the perceived effectiveness of these strategies. A qualitative descriptive design was adopted involving nine English teachers from elementary schools in Jeumpa District, Southwest Aceh Regency, selected through purposive sampling. Data were collected through semi-structured face-to-face interviews and analyzed using Braun and Clarke's (2006) thematic analysis supported by NVivo 15. The findings revealed that teachers viewed motivation as students' enthusiasm, curiosity, confidence, and active participation. They employed various strategies, including games, songs, flashcards, storytelling, collaborative activities, positive reinforcement, and educational technology. These strategies were perceived to improve students' participation, confidence, and willingness to learn English. The study highlights the importance of teachers' motivational practices in creating engaging elementary EFL classrooms and offers practical implications for English language teaching.

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