University of Zakho

The Role of EFL Teachers in Motivating EFL

Learners

A Research Paper submitted to the

Department of English Language
Faculty of Humanities
May 2023

by
Somaya Mohammed M.Ali

Supervised
by
Mrs. Berivan Abdullah

Word Count: ( 4367)

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Acknowledgements

I am particularly indebted to Mrs, Berivan Abdullah, my supervisor, for her expert guidance,
her patience, her support, and valuable suggestions during this work.
My many thanks go to all the teachers of the department of English (Zakho University).
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Abstract
Motivation is a crucial factor in foreign language teaching and learning, and this research
focused on how EFL teachers can enhance their students' motivation. The aim of the study
was to illustrate the impact of the teacher's role on student motivation and how EFL teachers
can guide and motivate students to achieve their objectives. The study involved six EFL
teachers, and data was collected through interviews to explore different aspects of the study.
The results indicated that most EFL teachers use various motivational strategies, and the
teacher's role is essential in motivating students. Furthermore, the factors that affects students
motivation is another goal of the current study.
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Table of contents
Chapter One: Introduction .......................................................... 1
1.1 Overview
1.2 Statement of the Problem
1.3 Aims of the study
1.4 Scope of the study
1.5 value of the study
1.6 outline of the study

Chapter Two: Literature Review ............................................... 4

2.1Introduction
2.2 What is Motivation
2.2.1 Types of Motivation
2.2.2 Motivation and Language Learning
2.2.3 Source of Motivation
2.2.4 Maintaining and protecting Motivation
2.3 Motivation in EFL Classroom
2.3.1 The Effect of Motivation on EFL Learners Success
2.4 The role of EFL learners in motivating EFL learners
2.4.1 Teacher –Student rapport
2.5 Summary

Chapter Three: Research Methodology ................................... 11

3.1 Introduction
3.2 Qualitative ( method)
3.3 Intervew (qualitative)
3.4 Sampling
3.5 Conduct of the study
3.5 Conclusion

Chapter Four: Data Analysis ....................................................... 14

4.1 Introduction
4.2 What factors affect students’ motivation?
4.3 How does motivation affect student success?
4.4 What is the teacher’s role in motivating students?
4.5 Summary

Chapter Five: Summary and Conclusion .................................... 19

5.1Conclusion
5.2 Recommendation

References ...............................................................................…20
Appendices .............................................................................24
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Introduction
Section 1

1.1 Overview

Students' motivation is an important factor in the success of the EFL (English as a Foreign
Language) teaching and learning process, and teachers play an important role in motivating
students to learn English. Motivation is derived from the Latin word "movere," which means
to move. The term "motive" refers to an individual's needs, desires, wants, or drives. It is the
process of motivating people to act in order to achieve a goal. Cheng and Dörnyei (2007,
p.163) assert tha “if there is a lack of motivation, no student will be able to continue with
the process of achieving language proficiency” and Harmer (2002) states that motivation is
a type of initiative that encourages someone to do things to reach a goal. Motivation
constitutes one of the significant backbones of the learning process in student life; hence, a
lot of studies place a high value on this concept. It is frequently underlined that the influence
that English language teachers' conceptions of their professional jobs have on their students'
learning and achievement plays a significant part in motivating students and encouraging
classroom interaction (Beijaard et al., 2000).The best education and proper encouragement
for learners to attain their objectives of enhancing their learning, is motivation. The
motivation of EFL students is greatly influenced by EFL teachers.
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1.1 Statement of the Problem

Motivation of university-level EFL students can be lacking, and many struggle with low self-
confidence. The teaching techniques employed by many instructors may not be supportive,
leading students to lose interest in learning a foreign language. This study aims to emphasize
the crucial role that EFL teachers play in motivating their students.

1.2 Aims of the Study

The aim of the study is to show how the teacher's actions can impact the motivation of
learners, and how this motivation affects their ability to successfully learn a foreign language.
Additionally, we aim to explore the various factors that contribute to student motivation,
including the teacher's behavior and the learning environment.

1.3 Scope of the study

This study is limited to motivation strategies and techniques that EFL teachers use to
motivate their learners to learn English as a foreign language at the university level. The
study was conucted using interview tool with teachers at the University of Zakho.

1.4 Value of the Study

This study shows the importance of motivating students at the university level to learn foreign
languages. It recommends creating a supportive learning environment in EFL classes and
also advises the teachers to provide enjoyment and pleasure in their lessons to achieve
positive learning outcome.
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1.5 Outline of the Study

The study contains the following sections: introduction, literature review, methods, findings
and discussion, and conclusion. The first section of the study begins with an overview of the
research. The literature review is the second section , which is devoted to the findings and
ideas of other researchers on the subject .The research approach will next be discussed in the
third section. It will introduce the data collection techniques and critically evaluate them in
terms of their benefits and drawbacks. This section will also illustrate the data collection
techniques and highlight the data collection methods. The fourth section will be allocated to
the results and analysis. It will also discuss the main conclusions of this study. Finally, the
final section presents the main conclusions of this study.
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Literature Review
Section 2

2.1 introduction

This chapter deals with the definition and types of motivation and other relevant variables
such as sources of motivation, motivation and language learning, motivation in the EFL
classroom, maintaining and protecting motivation, and teacher-student rapport.

2.2 What is Motivation?

As a crucial component of learning and teaching, motivation is understood as an internal

drive that propels a person to act in order to accomplish a goal (Harmer, 2001). According
to Williams and Burden (1997), cited in Harmer (2001:51), motivation is a state of cognitive
arousal that prompts a decision to act, which leads to a continuous effort on the part of the
person to achieve a predetermined objective. According to this perspective, Brown (2000)
defines motivation as the degree to which an individual makes decisions about the goals to
pursue and the amount of effort to be put out in pursuing those goals.

2.2.1 Types of motivation

1. Extrinsic motivation

According to Harmer (1991), extrinsic motivation occurs when people are motivated by
external things that encourage them to achieve a goal. L2 learners can be encouraged by
extrinsic factors, such as succeeding in an exam, getting a job, or studying at a certain
university. Also, the idea of reward and punishment is the driving force for learners to be
extrinsically motivated.
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2. Intrinsic motivation
According to Harmer (2002), intrinsic motivation comes from the person him/herself. In this
kind of learning, the process of learning a language itself motivates the learner, not the idea
of reward or punishment. Factors like teachers, teaching strategies, and environmental
surroundings are all examples of aspects affecting intrinsic motivation (Harmer, 1991).

2.2.2 Motivation and language learning

Motivation is a fundamental and necessary component of learning (Brewer & Burgess, 2005).
Gardner (1885) argues that in order to be motivated, the learner must have something to
anticipate, foresee, expect, and long for, such as a reason, principle, or justification related to
an objective or target. This intention would be to learn a foreign language in terms of second
or foreign language acquisition. In fact, there must be something that the student wishes to
achieve or do, with the target language serving as the vehicle to do so. According to Cook
(2000), a number of learners' performance and presentation in the setting of second or foreign
language acquisition are improved and superior to others. The reason behind this is that they
are more motivated. Ellis (1994) observes the incidence of motivational learning and says
that the learning process simply occurs when a person is motivated. According to Ellis (1994,
p. 508), "language teachers readily acknowledge the importance of learners' motivation,
frequently explaining their own sense of failure with reference to their students' lack of
motivation."
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2.2.3 Sources of motivation

Harmer (2001, p. 52) asserts that "the attitude of a variety of persons can alter and influence
the motivation that drives pupils to the process of learning English." According to Harmer
(2001, p. 52), the following factors can influence students' desire for studying English:

1. The society in which we live: attitudes toward language learning in general and the English
language in particular vary outside of any classroom. The students' attitudes toward the
language being studied will be influenced by all societal perspectives, such as whether
learning a language is for people of low or high status, and the nature and strength of this
attitude will have a significant impact on the level of motivation the students bring to class
and whether that motivation persists.

2. Significant others: Students' attitudes toward language learning are also influenced by the
influence of those who are dear to them. Important factors include parents' and elder siblings'
attitudes. Peer attitudes are also very important. The student's own motivation may diminish
if they are critical of the topic or task. Nonetheless, if they have a passion for learning, they
might accompany the kids.

3. The teacher: The instructor plays a significant role in the persistence of a student's motivation.
The teacher's perspective on the language and the learning process is crucial. It would seem
that the conditions for a supportive classroom environment would be a clear excitement for
English and English study in this scenario.

4. The approach: It's important that both teachers and students feel comfortable with the way
that they are being taught and are being taught. Any loss of confidence might have a negative
impact on motivation. But success is much more likely to occur when both parties feel at ease
with the approach being taken.
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2.2.4 Maintaining and protecting Motivation

It is one thing to initially attract learners with effective motivational techniques, but if
motivation isn't actively preserved and protected, the natural propensity to lose focus on the
objective, grow weary of the activity, and succumb to alluring distractions will cause the
initial motivation to gradually wane. As a result, motivation requires deliberate nurturing.
Rivers (1983) agree that the spectrum of motivational strategies relevant to this phase is
rather broad (since ongoing human behavior can be modified in so many different ways), and
the following six areas appear to be particularly relevant for classroom application:

1. Making learning stimulating and enjoyable.

2. presenting tasks in a motivating way.
3. setting specific learner goals.
4. protecting the learners' self-esteem and increasing their self-confidence.
5. creating learner autonomy.
6. promoting self-motivating learner strategies.

2.3 Motivation in the EFL classroom

Motivation as an aspect helping students to succeed in EFL Classes When it comes to the
success of EFL learners, motivation is a crucial factor. There are aspects associated with
exploring new ideas and expanding one's knowledge; feelings embraced in attempting to
master a task or achieve a goal; and feelings stimulated by carrying out the task. Extrinsic
and intrinsic motivation, which originate from the outside and the inside of the person,
respectively, have distinctions. The idea of "student motivation" is used to describe how
much time and effort students devote to different activities in the classroom and whether or
not such activities align with the teacher's preferences.
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2.3.1 The effect of motivation on EFL learners’ success

The most crucial aspect of learning a language is motivation because it has a significant
impact on how successful language learners are (Dornyei, 1997). This is consistent with a
study done in the Gulf States in 2013 by Al Othman and Shuqair, who represented a number
of earlier studies in this field to determine how much desire affects students' English learning.
According to the study's findings, motivation plays a crucial role in the Gulf States' EFL
students' success. In order to boost English language learners' motivation, the study also
advised teachers to use motivational teaching strategies that are in line with students'
educational and occupational needs.
Similar to this, Tuan (2012) investigated if motivation had any impact on EFL university
students studying natural resources and the environment. 290 students and seven English
professors completed a questionnaire for the study. The key findings demonstrated that
students are enthusiastic to learn English, but they also revealed that they confront numerous
obstacles to success, including their unsuitable study habits and the challenging textbooks
and resources they used. Additionally, teachers' attitudes are motivated by the use of
motivation to improve the English learning process.

2.4 The Role of the Teachers in Motivating EFL Learners

The impact that English language teachers' own perceptions of their professional roles have
on the learning and achievement of their students is well stressed as an important factor in
learners' motivation and classroom interaction. Beijaard et al. (2000) However, the link
between teachers' own sense of their role and learners' motivation has not been frequently
investigated. In the first place, teachers' own images of their professional roles have been
known to be largely determined by their training, their own practical experiences as learners,
and the local educational contexts. Ben-Peretz et al. (2003) In the second place, EFL learners'
engagement and motivation for participation in the foreign language classroom have been
shown to be linked, among other things, to their teachers' own sense of professional
responsibility. However, the teachers should take on more careful roles. In the classrooms
where teachers present students with the chance to be active participants, students become
 9

more eager towards lessons. McDonough (2007:2) states about the teacher's role: "It involves
providing a supportive and challenging learning environment, but also facilitating the
development of the learners’ own motivational thinking, beyond simply identifying their
original orientation." However, willingness in role transfer between teacher and students
cultivates motivation to learn, thus positive feelings, on account of the fact that students
assume more active roles in learning. As Scharle and Szabo (2005:7) indicate, "a feeling of
responsibility and independence brings a sense of well-being and confidence." Thus, learner
autonomy promotes their level of motivation to learn.

2.4.1 Teacher-student Rapport

Relationships between teachers and students that are sensitive, cordial, and sincere have been
described as having "teacher-student rapport" (Frisby & Martin, 2010). It addresses "the level
of support, respect, and value pupils feel from their teachers" (Piechurska-Kuciel, 2011, p.
85). In light of this, teachers should consistently encourage their pupils, value their opinions,
and honor their academic efforts in order to build solid relationships with them . According
to Thompson (2018), teachers can only create a warm, mutual relationship with their students
if they are concerned about their wants and needs.
Farther more, Virat (2022), showing compassion and kindness also helps teachers build
emotional bonds with their students. In classrooms where teacher-student ties are strong,
students tend to put more energy and effort into completing their studies (Quin, 2017). As
reported by Roorda et al. (2017), the affective teacher-student relationship plays an important
role in the academic success of students as it guides them to actively participate in the
learning environment.
Because of the importance of the teacher-student relationship in the classroom, academic
researchers have always been interested in studying its educational consequences. For
example, Ibarra (2014) investigated the function of the teacher-student relationship in learner
engagement in the classroom. To do this, two pre-designed scales were distributed to 64
students. Analysis of the students' responses highlighted the fact that teacher-student
interactions can increase student engagement in the classroom. Similarly, Wanders et al.
 10

(2020) examined the impact of the teacher-student ratio on student engagement in the
classroom. For this purpose, 4128 participants were invited to respond to two valid surveys.
Data analysis indicates that the teacher-student ratio can greatly influence student
engagement in the classroom. Furthermore, in a recent study, Engels et al. (2021) measured
the impact of affective relationships between teachers and students on student engagement.
Therefore, questions about teacher-student relationships and student engagement at school
were asked of a large sample of 5,382 students. build on In response, researchers reported
that teacher-student relationships can significantly affect student engagement.

2.5 Summary
The significance of the teacher's role in encouraging EFL students to communicate in EFL
lessons is examined in this chapter.It also demonstrates the different motivational styles that
can be developed in EFL classrooms. Additionally, it deals with the rapport between teachers
and students, as well as the source of motivation and maintaining motivation.
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Methodology
Section 3

3.1 Introduction

To obtain accurate data for this study, a qualitative technique was employed as the research
method. This approach was chosen because it gave the study more in-depth information. To
provide accurate and trustworthy data, the semi-structured interview method was used in this
study.

3.2 Qualitative ( method)

This study used a qualitative research design and was conducted as a case study. According
to Wyse (2011), qualitative research is primarily exploratory and is done to better understand
the underlying causes, viewpoints, and motives. As a result, qualitative researchers focus on
studying phenomena in their natural environments while attempting to understand or
interpret them in terms of the meanings that individuals assign to them.

3.4 Interview (Qualitative)

Because the semi-structured interview tool gave clear directions for interviewers and could
produce accurate, comparable qualitative data, informal and semi-structured interviews were
conducted with a selected group of instructors from the English department at the University
of Zakho. This kind of interview helped us gain the deep comprehension of the subject matter
required to create useful and insightful semi-structured interviews. Because it is possible to
prepare questions in advance, a semi-structured interview is used. As a result, the
interviewers were able to conduct themselves professionally and preparedly.Also ,because
 12

the interview was semi-structured, interviewees were free to express their opinions in their
own words, and the results were reliable and comparable. The selected teachers were
contacted for interviews throughout this phase of the study. They were questioned about their
consent to have the interview audio recorded . Also, they were told that the audio recording
would only be utilized for this research and would remain confidential.Although the names
of the chosen professors were kept secret, they were asked to identify their majors at the
outset of the interview.

3.5 Sampling

The study involved six English teachers from the University of Zakho’s Department of
English. Based on their majors and whether they have linguistic or literary specializations,
six teachers (three male and three female) who agreed to be interviewed were chosen. To be
aware of their various viewpoints, teachers are typically chosen from a variety of majors.

3.6 Conduct of the study:

Interviews were conducted at the participant's place of work. Interviews were conducted
individually. They were recorded face to face. It was also conducted in English, all of whom
were are EFL teachers, to allow respondents to think and express themselves more clearly.
The purpose of the interview was explained to the participant. The average duration of each
interview was approximately 20 minutes. The data were then categorized into codes and
themes. Creswell (2013) further explained that the encoding process involves aggregation of
text or visual data. It divides the information into small categories, searches for code evidence
from the various databases used in the study, and assigns labels to the codes. We also used
phrases used by the participants to organize the topic.
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3.7 Summary

Six teachers from different disciplines and genders were selected for qualitative interviews.
Collected responses were reviewed and analyzed to find answers that might support some of
the research questions.
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Results and Findings

Section 4

4.1 introduction

In this section, the researcher discusses the important findings derived from the analysis of
the results of the interview and how they can provide the answer to the proposed research
questions.

4.2 What factors affect students’ motivation?

According to the interviewees, there are many factors that affect students motivation in the
EFL classroom. First of all, students’ lack of confidence and their fear of committing
mistakes were mentioned by interviewees 3 and 4. Secondly, interviewee 6 referred to
important and common demotivators for students, such as the teacher’s traditional teaching
methods, boring lectures, a teacher-centered classroom, a lack of praise, a competitive
atmosphere, and varied activities. Setting up a conducive environment with relevant and
interesting activities is also very important. Classes should be learner-driven and not teacher-
oriented.

In addition, interviewee 5 reflected that using complex materials results in students’ lack of
understanding, which therefore demotivates them. she added that

"not using students’ first language at all can create anxiety for lower-level learners," which
will cause students’ inability to participate and enjoy the class.

Interviewer 1 states that factors that affect students’ motivation include the teacher’s attitude
and behavior towards students, the teaching methods used by teachers, the classroom
environment, and the resources available for learning.
 15

However, interviewee 2 saw that a ceaseless teacher coming to class late is the main factor
in students lack of motivation. Their desire to learn and their liking of the subject are
important factors affecting motivation.

4.3 How does motivation affect student success?

Motivation is the main factor that affects students success. EFL teachers pointed to the
positive effect of motivation on students’ success during interviews. Participants 4, 5, and 6
indicate that motivated students tend to be more engaged in learning activities and are more
likely to achieve their academic goals. In addition, teacher 3 argues that motivation affects
students success and achievement positively stating that “In the class, when we motivate
students, they can do better, resulting in better success and achievement. And because in EFL
class we have objectives and goals, we use different methods and ways to achieve them, so
motivation is one of them. We motivate our students to see better results.”

The more students are motivated, the more likely they are to achieve their goals. Teacher 1
points out that motivation usually provides everyone with goals to work towards, and it also
helps them become problem solvers and independent individuals. Which is why motivated
students have the inner strength to learn, discover, and improve their lives. It doesn’t just
affect students success in the academic year; it also affects their future and the way they work
to achieve their goals in life.

As far as I have experienced, there are some reasons such as lack of interest in the subject,
lack of confidence in their abilities, lack of relevance to their lives or future goals, and lack
of a supportive learning environment.( teacher 2)

Teachers concurred that motivation in the EFL classroom is crucial and that it has a positive
and significant impact on students' ability to pass their classes this academic year and go on
to be successful and productive adults.
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4.3 What is the teacher’s role in motivating students?

The role of EFL teachers in motivating their students cannot be overstated, and it is essential
to ensure students receive the support they need to achieve their language learning objectives.
All the participants mentioned the role of teachers in motivating students during EFL classes.
However, the teachers appeared to perceive their roles differently.

Teacher 3 stated: Motivating students can be a challenging task for teachers, but it is also
one of the most important responsibilities they have. Teachers can use a variety of techniques
to motivate their students, such as creating a positive and supportive classroom environment,
setting achievable goals, using positive reinforcement and feedback, and providing
opportunities for personal growth and development. These strategies can help students
develop a love of learning and improve their academic performance.

English as a foreign language (EFL) teachers play a crucial role in motivating their students
to learn and improve their language skills. Teacher 5 said that, With a supportive
environment, EFL teachers can inspire their students to work harder and achieve their goals.
A motivated student is more likely to succeed in their language learning journey, which can
lead to better job opportunities and personal growth.

Teachers elieve that the environment they create in their classrooms at the beginning of the
learning process is crucial. So that the students feel free to follow their interests, and express
themselves freely.

Providing feedback and recognition for students’ achievements and making the subject
matter relevant to students’ lives or future goals. Motivational strategies related to ‘teacher
behavior" were highly regarded by both 1 and 2. Teachers spoke about being role models
for their students, building a good relationship with them, sharing personal experiences with
them, and building mutual respect. Teacher 4 talked about this in a general way; he stated:

I focus on establishing a good relationship with students. I have private conversations with
my students, encouraging them to actively engage in the present moment. She also pointed
out the importance of mutual respect between teachers and students.
 17

I think teachers should respect students. She should think of herself as their role model. After
I start teaching, I pay more attention to my attitudes and lifestyle.

EFL teachers agreed with this and also acknowledged the importance of ‘teacher behavior"
in motivating them to learn English. They emphasized several points that fall under the
umbrella of "teacher behavior." They described the positive effect of having a kind English
teacher. The teachers recognized the significance of creating a ‘pleasant classroom
atmosphere’ to promote students’ motivation during English classes. The teachers appeared
to be more aware of the importance of this strategy, and they expressed in more detail the
way in which they create an enjoyable teaching environment. For example, they explained
that they use interesting exercises at the beginning of the class, such as puzzles and games.
During the class and to break the routine of the class

Teacher 1 summarized:

I have different techniques to use with my students in order to arouse their motivation:
sometimes, I enroll them in various activities to ensure that their minds are focused on the
present moment; I use examples freely to illustrate the importance of a concept or an idea in
reality; I also emphasize the futuristic benefits or even consequences of a specific topic in my
classrooms.

It is interesting to note that the teachers give more importance to creating a pleasant
classroom atmosphere, which they are in control of, and plan lesson activities to motivate the
students.

On the other hand, teachers appeared to be aware of the importance of ‘setting student’ goals’
in order to motivate students to learn English. Teacher 5 stated that she tried to help students
identify their goals in learning English at the beginning of each academic term. She explained

Since most students don't know why they are studying English and end up getting confused
when they don't, I ask them to write down what they anticipate learning and why at the
beginning of the semester. (Teacher 6)
 18

It is clear that "goal setting’ is a good motivator. As the teacher said, the students can get lost
without knowing their goal. Without goals for an activity, students will become demotivated
as they will not be able to work towards achieving their goals.

4.4 Summary

The information and findings demonstrate that EFL teachers can have a significant impact
on students' capacity to learn well.
 19

Conclusions
Section 5

5.1 Conclusion

This study nvestigated and clarified the role that EFL teachers play in raising learners'
achievement in university level. We draw the conclusion that an EFL instructor makes an
attempt to provide the finest instruction possible for his/her students so they can learn the
English language without difficulty or hindrance. The importance that EFL teachers have in
motivating students makes a strong case for enhancing the EFL learning process. Instead of
relying solely on the teacher to help him achieve his objective of mastering EFL, the learner
can also perform better than what others accomplish for him. However, an EFL instructor
has a variety of responsibilities, including planning lessons, supervising students, and
running the classroom. Furthermore, in order to improve the learning process and accomplish
learning objective of learning a foreign language, EFL students need their teachers to inspire
them. Additionally, interaction and building rapport between the teacher and students are
important techniquessince it fosters the development of the learning process.

5.2 Recommendation

Another study could investigate how the teaching environment should motivate the students
to learn the English language.
 20

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Appendix 1:

Teachers interview questions:

1. What do you do to encourage your students motivation?

2. What are the reasons for students lack of motivation in elf classroom in
your opinion?

3. How do you recognize that your students are motivated ?

4. Do you think motivation can affect students success ?

5. In your opinion what factors affect students motivation?