Motivational Strategies in ESL Classroom: Malaysian ESL Teachers' Beliefs and Practices

Nur Zafirah Binti Zainol; Nur Hanani Binti Nordin; Khaleda Alia Binti Mohamad Jamil; Amy Sofeena Binti Kamarulzaman; Nur Faiqah Binti Mohamad Ismail

doi:10.47405/mjssh.v9i10.3057

Nur Zafirah Binti Zainol Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia https://orcid.org/0009-0001-6089-3272
Nur Hanani Binti Nordin Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil, 43800 Dengkil, Selangor, Malaysia https://orcid.org/0009-0005-6945-8209
Khaleda Alia Binti Mohamad Jamil Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil, 43800 Dengkil, Selangor, Malaysia https://orcid.org/0009-0002-7932-9900
Amy Sofeena Binti Kamarulzaman Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia https://orcid.org/0009-0006-0348-0451
Nur Faiqah Binti Mohamad Ismail Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia https://orcid.org/0009-0009-2722-4497

DOI: https://doi.org/10.47405/mjssh.v9i10.3057

Keywords: ESL Novice Teachers, teacher's beliefs and practices, , motivational strategies, ESL classroom

Abstract

Motivational strategies are widely known as a practical method that is very much needed, especially in motivating students, to learn the second language. Therefore, this study is conducted to investigate further the ESL novice teachers' beliefs and practices on the motivational strategies used in the ESL classroom. The research was done among 40 ESL novice language teachers by distributing questionnaires that consist of closed-ended questions. The quantitative data was then analyzed using SPSS software to obtain descriptive statistics. This study's findings revealed the teachers' beliefs on the importance of the selected motivational strategies and how frequent they practice and implement the strategies in the ESL classroom. Therefore, it is hoped that this research would provide more insights for language teachers on the use of motivational techniques in the L2 classroom.

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