Motivational Teaching Strategies:
Perceptions of Vocational School EFL Teachers and Students
DOI:
https://doi.org/10.60087/jklst.v4.n2.002Keywords:
motivational teaching strategies, EFL teacher perceptions , EFL student perceptions, vocational educationAbstract
This study investigates EFL teachers’ and students’ perceptions of motivational teaching strategies at a vocational school in Khanh Hoa Province. Using a mixed-methods approach, data were collected from five teachers and 300 students through questionnaires and semi-structured interviews during the 2024-2025 academic year. The findings reveal that both groups highly value strategies such as supportive teacher behavior, encouragement, recognition of effort, and a comfortable learning environment. Teachers also emphasized goal-setting and meaningful tasks, while students appreciated emotional support and structured, confidence-building activities. Although both groups shared similar views, teachers were slightly more supportive of promoting learner autonomy. Strategies involving fantasy or high difficulty were less favored. The study highlights the need for a balanced approach that blends structure, encouragement, and clear goals to enhance motivation in vocational EFL classrooms.
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Data Availability Statement
The survey data has been shown in Table 1 and 2 of the article.
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