A SELF-REFLECTIVE STUDY OF AN EFL PRE-SERVICE TEACHER’S LEARNING TO USE MOTIVATIONAL STRATEGIES TO PROMOTE HIGH SCHOOL STUDENTS’ MOTIVATION

Abstract

This self-reflective study investigates how a pre-service EFL teacher applied four motivational strategies during an eight-week high school practicum in Vietnam. Drawing on Dornyei’s (2001) framework, the study focused on setting a personal example, creating a relaxed classroom atmosphere, presenting tasks clearly, and building good relationships with learners. The aim was to explore the impact of these strategies on students’ intrinsic motivation and the teacher’s professional development. Using a mixed-methods approach, data were collected through student questionnaires and the teacher’s reflective journals. Results showed that all four strategies positively influenced students’ motivation, with the most effective being building relationships with learners and creating a friendly classroom environment. Students reported feeling more engaged, confident, and willing to participate. For the teacher, the practicum was a valuable learning experience. Reflecting on the use of motivational strategies helped improve classroom management, task design, and student interaction. Challenges such as limited time and classroom control were addressed through flexible strategy use and ongoing self-evaluation. The study concludes that both implementing motivational strategies and self-reflective practice can enhance both student engagement and teacher growth. It highlights the importance of considering students’ emotional needs and building a supportive classroom climate. The findings suggest that teacher education programs should include training on motivation and reflective teaching to better prepare future educators.