PROMOTING MOTIVATION IN LANGUAGE LEARNING WITH NATIVE-SPEAKING ENGLISH TEACHERS: UNHEARD VOICES OF EFL STUDENTS
DOI:
https://doi.org/10.18173/2354-1075.2025-0085Keywords:
motivation, native-speaking English teachers, perceptions, teacher characteristics, teacher rolesAbstract
This study investigates Vietnamese EFL learners’ perceptions of their motivation when learning with native English-speaking teachers (NETs) at a public university in the Mekong Delta, Vietnam, focusing on the perceived impact of NETs and learners’ suggestions for enhancing motivational engagement. Data were collected from 88 English learners through questionnaires and 5 semi-structured interviews. The findings indicate a generally high level of agreement among participants regarding ten proposed motivational characteristics of NETs, with the most influential being: (1) modeling appropriate behavior, (2) creating a pleasant and relaxed classroom atmosphere, and (3) establishing positive teacher–learner relationships. However, the study also highlights areas for improvement, notably the need for NETs to enhance (1) task presentation, (2) support for learner goal-setting, and (3) promotion of learner autonomy. The study concludes with practical recommendations for NETs and educational stakeholders to more effectively foster motivation among EFL learners.
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