LANGUAGE TEACHING STRATEGIES, AS REPORTED BY TEACHERS AND STUDENTS, AND THEIR EFFECTS ON STUDENTS’ MOTIVATION

Abstract

This study investigates the role of teaching strategies in motivating students within second language (L2) classrooms by examining the perceptions of both teachers and students. Grounded in the L2 Motivational Self-System (L2MSS) framework, it focuses on the L2 Learning Experience, a pivotal but underexplored component of motivation in language acquisition. Data were collected using a Likert-scale questionnaire administered to 130 university students and 28 teachers in Lithuania. Key findings reveal significant alignment in how teachers and students perceive motivational teaching strategies but also highlight notable differences. While teachers emphasise communicative strategies and group work, students express a preference for individual tasks and vocabulary acquisition. The study further identifies discrepancies regarding the use of native language, supplemental materials, and reading and writing assignments. These findings suggest that teachers need to strike a balance between structured and communicative approaches to address diverse learner needs. Practical implications include fostering a collaborative learning environment and integrating more contextualised vocabulary activities to enhance motivation. The study highlights gaps in current practices and offers recommendations for aligning teaching methods with students’ motivational drivers. Limitations of the study include its focus on intermediate and advanced learners, leaving room for further research on beginner levels.