Exploring the Fluctuating Motivational Landscape of EFL Teachers and Motivating Factors

Fluctuating Motivational Landscape of EFL Teachers

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Abstract

This study aims to investigate the motivation of English as a foreign language (EFL) instructors at universities, with a particular focus on fluctuations in their motivation and the key factors influencing their in-class motivational levels. Adopting a case study design, the research collected comprehensive data on the dynamic nature of two participants' teaching motivation through motigraphs, reflective journals, and semi-structured interviews. The findings reveal that teacher motivation is inherently dynamic, characterized by constant ebbs and flows which can be positively influenced by a myriad of factors. These include (1) Student-Centered Factors (e.g., students’ motivation, emotions, and sense of responsibility and accountability), (2) Teacher-Centered Factors (e.g., fulfilment derived from students’ success and participation, a sense of responsibility and professional commitment, feelings of appreciation and respect from students, and opportunities for continuous professional development), and (3) Teaching-Centered Factors (e.g., fostering a positive classroom environment, contextualizing teaching with real-life connections and integrating technology-enhanced instruction). The study highlights the dynamic and reciprocal relationship between teacher and student motivation. By exploring the multifaceted nature of teacher motivation and identifying key motivating factors, this study may lend some credence to the growing body of research on teacher motivation and offer practical implications to enhance it.

Keywords: Teaching motivation; language teacher motivation; motivational fluctuations; in-class motivation

Author Biographies

İbrahim Kaya, Hacettepe University Graduate School of Educational Sciences

İbrahim KAYA is an Instructor of English Language at Adıyaman University, Turkey. He has taught courses on language teaching over the years. His research and publication interests include motivation, teacher motivation, inclusive education, and language teacher education.

Hatice Ergül, Hacettepe University, Ankara. 06800, Türkiye

Dr. Hatice Ergül is an Associate Professor of English Language Teaching at Hacettepe University, Turkey. She has taught courses on language teaching and teacher education over the years. Her research and publication interests include conversation analysis, gender and language, teaching English to young learners, and language teacher education.

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Published

2025-01-07

Issue

Vol. 17 No. 1 (2025): Special Issue- Education and Training for Developing Individual Capacity of Learners

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