Motivation in the EFL Classroom: Teachers’ Strategies and Perspectives in Swedish Upper Secondary Schools. A Questionnaire study

Abstract

The present degree project explores student motivation in the English as a Foreign Language (EFL) classroom in Swedish upper secondary schools. This study is based on data collected through a questionnaire aiming to investigate how EFL teachers in Swedish upper secondary schools support and increase student motivation, which strategies they use and perceive as effective, as well as how they view their role in this process. The questionnaire was distributed to 40 EFL teachers from different upper secondary schools in Sweden and included both open-ended and closed-ended questions in order to collect more in-depth responses. Results indicate that teachers generally view themselves as having an important and active role in influencing student motivation in EFL learning. Creating a positive classroom climate, building strong teacher-student relationships, adapting teaching to students’ needs and connecting English to students’ interests and future goals were described as some of the most effective motivational strategies. In addition, the study found that emotional support, encouragement and helping students feel confident when using English were viewed as important factors for increasing motivation. At the same time, the results revealed several challenges connected to student motivation in heterogeneous classrooms, such as differences in students’ proficiency levels, low confidence, lack of time and students believing that their everyday English is already sufficient. Finally, this study contributes to a deeper understanding of student motivation in EFL classrooms and the useful strategies for promoting motivation.