Understanding ESL Novice Teachers’ Use of Motivational Strategies: A Qualitative Perspective

  • Nur Hanani Binti Nordin Centre of Foundation Studies, Universiti Teknologi MARA, Cawangan Selangor, Kampus Dengkil, 43800 Dengkil, Selangor, Malaysia.
  • 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
  • Nur Zafirah Binti Zainol Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia https://orcid.org/0009-0001-6089-3272
  • Nur Faiqah Binti Mohamed Ismail Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia https://orcid.org/0009-0009-2722-4497
  • Amy Sofeena Binti Kamarulzaman Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia https://orcid.org/0009-0006-0348-0451
  • Farhanah Syazwani Binti Md Safian Akademi Pengajian Bahasa, Universiti Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia https://orcid.org/0009-0005-2820-910X
  • Nurul Nabihah Binti Zainol School of Media, Art and Design (SMArD), Unitar International University, 47301 Kelana Jaya, Malaysia.
DOI: https://doi.org/10.47405/mjssh.v11i6.4023
Keywords: ESL novice teachers, Motivational strategies, Teacher perceptions, Classroom practices, Qualitative study, ESL classroom

Abstract

The current study investigated the ESL novice teachers’ use of the motivational strategies, particularly on their perceptions and actual classroom practices of the said strategies. Despite the extensive number of studies on motivational strategies, most are largely emphasizing on the quantitative methods; hence, there is limited in-depth research which has been done especially among novice teachers’ implementation of the motivational strategies in the classroom contexts. This qualitative case study involved three novice teachers from secondary school in Klang Valley and data were collected using semi-structured interviews, focus group discussion alongside with document analysis and thematic analysis were used to analyze the data collected. The findings revealed that the teachers generally posit positive perceptions on the use of motivational strategies primarily in improving students’ engagement, learning experience and teacher-student relationships. Some of the actual classroom practices also include giving rewards and recognition, providing feedback in motivated manner and building a classroom environment that are supportive to both academic and emotional needs. Overall, this study emphasizes the influence of contextual factors that shape the implementation of motivational strategies in ESL classrooms.

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Published
2026-06-30
Issue
Vol 11 No 6 (2026)
Section
Articles

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