Teachers’ Beliefs and Strategies in Motivating Students in Learning English
DOI:
https://doi.org/10.24256/ideas.v14i2.9758Keywords:
English language learning, learning motivation, motivational strategies, teacher beliefsAbstract
This study explores junior high school English teachers’ beliefs about motivating students to learn English and examines how these beliefs shape their motivational strategies, the challenges they encounter, and the influence of their personal learning experiences and professional development on their teaching practices. Although previous studies have examined teachers’ beliefs or motivational strategies in EFL contexts, limited research has explored how teachers’ beliefs are reflected in their motivational strategies through multiple qualitative data sources, particularly in Indonesian junior high school settings. Furthermore, the integration of Teacher Cognition Theory, Self-Determination Theory, and Dörnyei’s motivational framework remains limited in previous studies. Guided by these three theoretical perspectives, this qualitative descriptive study involved two English teachers from a junior high school in Jakarta. Data were collected via semi-structured interviews, classroom observations, and document analysis of lesson plans and teaching materials. Methodological triangulation was used to enhance the credibility of the data Thematic analysis was used to detect trends and themes across the data sources. Findings show that teachers’ beliefs were a key factor in the selection and implementation of motivational strategies, particularly in creating emotionally supportive classrooms, fostering student engagement, and tailoring teaching to students’ needs through reflective teaching practices. Low self-confidence and negative perceptions of English were major challenges faced by teachers and they tackled these through adaptive and student-centred strategies. The findings offer practical insights into how teachers’ beliefs shape motivational practices in Indonesian EFL classrooms and contribute to deeper comprehension of the relationship between teacher cognition and motivational strategies.
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